A Behavior-Based Typology of Students: Examining Stability and Change during High School and in the Transition from High School to College

Autor/in	Mu, Lanlan
Titel	A Behavior-Based Typology of Students: Examining Stability and Change during High School and in the Transition from High School to College
Quelle	(2018), (159 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-5408-9
Schlagwörter	Hochschulschrift; Dissertation; Student Adjustment; Classification; Student Characteristics; High School Students; College Students; Learner Engagement; Longitudinal Studies; Behavior Change; Educational Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Classification system; Klassifikation; Klassifikationssystem; High school; High schools; Oberschule; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Each student has his/her own behavioral characteristics. Still, groups of students demonstrate great similarities in their behaviors in academic and social life. Such student types reflect both the observable and intangible features of individual students. Previous studies utilized cross-sectional data to derive student typologies. Yet, we do not know whether student type is a stable feature. My dissertation study investigated the stability of behavior-based student types in two educational settings. One is high school, and the other the transition from high school to college. I compared the student typology consistencies in the two distinct educational contexts. In addition, my research explored the impact of educational environment and individual students' background characteristics on the shifts of student types. Two longitudinal datasets were used. I utilized the Education Longitudinal Study of 2002 to explore student types in high school between the 10th and 12th grade. A combined dataset of the Beginning College Survey of Student Engagement and the National Survey of Student Engagement served to investigate the transition from high school to college. In the analysis, I applied latent transition analysis to explore the changes of student types in two educational settings, as well as investigate the associations of student typology and supportive campus environment. This study is meaningful for higher education practice by showing the circumstances under which students are likely to alter to a more engaged type. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01