The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

Autor/inn/en	Pike, Gary R.; Smart, John C.; Ethington, Corinna A.
Titel	The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory
Quelle	In: Research in Higher Education, 53 (2012) 5, S.550-575 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-011-9239-y
Schlagwörter	Learner Engagement; Majors (Students); Outcomes of Education; Personality Theories; College Seniors; National Surveys; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Personality theory; Persönlichkeitstheorie; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student learning. Drawing on data from a stratified random sample of 20,000 seniors who participated in the 2008 National Survey of Student Engagement, results revealed that students' academic majors were significantly related to levels of engagement and learning outcomes. Student engagement was also significantly related to learning outcomes. Students' academic majors generally were not indirectly related to learning outcomes through levels of engagement. An important exception to this result was found for students in Enterprising environments where indirect relationships among Enterprising disciplines and Enterprising learning outcomes were positive, statistically significant, and substantially larger than the direct relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10