An Engagement-Based Student Typology and Its Relationship to College Outcomes

Autor/inn/en	Hu, Shouping; McCormick, Alexander C.
Titel	An Engagement-Based Student Typology and Its Relationship to College Outcomes
Quelle	In: Research in Higher Education, 53 (2012) 7, S.738-754 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-012-9254-7
Schlagwörter	Learner Engagement; Liberal Arts; Classification; Student Experience; College Students; Outcomes of Education; Higher Education; Grade Point Average; Regression (Statistics); National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Studienerfahrung; Collegestudent; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Regression; Regressionsanalyse
Abstract	Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10