Academic Course Engagement during One Semester Forecasts College Success: Engaged Students Are More Likely to Earn a Degree, Do It Faster, and Do It Better

Autor/inn/en	Svanum, Soren; Bigatti, Silvia M.
Titel	Academic Course Engagement during One Semester Forecasts College Success: Engaged Students Are More Likely to Earn a Degree, Do It Faster, and Do It Better
Quelle	In: Journal of College Student Development, 50 (2009) 1, S.120-132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.0.0055
Schlagwörter	Grade Point Average; Academic Achievement; Program Effectiveness; Time to Degree; Learner Engagement; Undergraduate Students; Undergraduate Study; Educational Attainment; Academic Persistence; Academic Degrees; Urban Universities; Psychology; College Outcomes Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Grundstudium; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Psychologie
Abstract	The purpose of the present study was to assess the relation of academic course engagement and subsequent college success over a 5- to 6-year period. In the present study, the authors defined college success as degree attainment, time to degree, and academic performance (final cumulative GPA). This study reports on follow-up data from participants in an earlier report (Svanum & Bigatti, 2006) that demonstrated a substantial relation between academic course engagement and grade-measured course performance. Specifically, the authors took the data on engagement from one course and examined whether course engagement was also related to the subsequent accomplishments of: (a) obtaining a degree, (b) how long it took to obtain the degree, and (c) cumulative GPA upon graduation. Thus, these analyses extend those findings by examining the college success outcomes of those study participants. The authors assumed that a sample of engagement behavior in a single course may contain information about similar behaviors in other settings and behaviors over time. Thus, academic engagement is not an isolated behavior, but a distinctive component of the fabric of college life. Hence, the authors hypothesized that degree attainment would be more likely among those who demonstrated higher engagement in a course than those who demonstrated lower engagement, and, secondly, that greater course engagement would be related to a shorter time required to earn a degree. Academically engaged students are more successful, and hence course engagement would relate to student final cumulative GPA. (Contains 1 table and 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10