skip to content
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
ClosePreview this item

Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence

Author: George D Kuh; Ty M Cruce; Rick Shoup; Jillian Kinzie; Robert M Gonyea
Publisher: Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Edition/Format: Article Article : English
Publication:Journal of Higher Education, v79 n5 p540-563 Sep-Oct 2008
  Peer-reviewed
Other Databases: WorldCatAcademic Search CompleteWorldCatWorldCat
Summary:
This study aims to determine the relationships between key student behaviors and the institutional practices and conditions that foster student success. To do so, student-level records from different types of colleges and universities are merged to examine the links between student engagement and two key outcomes of college: academic achievement and persistence. A second goal is to determine the effects of engaging  Read more...
Getting this item's online copy... Getting this item's online copy...

Find a copy in the library

Getting this item's location and availability... Getting this item's location and availability...

WorldCat

Find it in libraries globally
Worldwide libraries own this item

Details

Document Type: Article
All Authors / Contributors: George D Kuh; Ty M Cruce; Rick Shoup; Jillian Kinzie; Robert M Gonyea
ISSN:0022-1546
Language Note: English
Unique Identifier: 425404022
Awards:
Description: 24

Abstract:

This study aims to determine the relationships between key student behaviors and the institutional practices and conditions that foster student success. To do so, student-level records from different types of colleges and universities are merged to examine the links between student engagement and two key outcomes of college: academic achievement and persistence. A second goal is to determine the effects of engaging in educationally purposeful activities on these outcomes for students from different racial and ethnic backgrounds. The data for this study are from 18 baccalaureate-granting colleges and universities that administered the National Survey of Student Engagement (NSSE) at least once between 2000 and 2003. The data are analyzed in two stages. In the first stage, ordinary least squares or logistic regression are used to estimate separate models for first-year students of the general effects of time on task and engagement in educationally purposeful activities on academic year grade point average (ranging from 0.0 to 4.0) and persistence to the second year of college. In the second stage of the analysis, models are estimated to test for the presence of conditional or interaction effects. The findings from this study yield a detailed portrait of the relationships between students' backgrounds and pre-college characteristics, college experiences, and the two outcomes measured. The findings point to two conclusions. First, student engagement in educationally purposeful activities is positively related to academic outcomes as represented by first-year student grades and by persistence between the first and second year of college. Second, engagement has a compensatory effect on first-year grades and persistence to the second year of college at the same institution. (Contains 4 figures, 4 notes and 4 tables.)
Retrieving notes about this item Retrieving notes about this item

Reviews

User-contributed reviews

Tags

Be the first.

Similar Items

User lists with this item (1)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.