Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement

Autor/inn/en	Zilvinskis, John; Masseria, Anthony A.; Pike, Gary R.
Titel	Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement
Quelle	In: Research in Higher Education, 58 (2017) 8, S.880-903 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-017-9450-6
Schlagwörter	National Surveys; Learner Engagement; Outcomes of Education; Correlation; Achievement Gains; Measurement Techniques; Educational Objectives; College Freshmen; College Seniors; Student Surveys; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Korrelation; Achievement gain; Leistungssteigerung; Messtechnik; Educational objective; Bildungsziel; Erziehungsziel; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung
Abstract	The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01