Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success

Autor/inn/en	Kahu, Ella R.; Nelson, Karen
Titel	Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success
Quelle	In: Higher Education Research and Development, 37 (2018) 1, S.58-71 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1344197
Schlagwörter	Learner Engagement; Academic Achievement; Well Being; Foreign Countries; School Holding Power; Nontraditional Students; Student Experience; Models; Partnerships in Education; Institutional Characteristics; Self Efficacy; Psychological Patterns; Transitional Programs; Higher Education; Interpersonal Relationship; Group Unity; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Well-being; Wellness; Wohlbefinden; Ausland; Studienerfahrung; Analogiemodell; Hochschulpartnerschaft; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppenidentität; Australien
Abstract	Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01