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Student Engagement and Student Learning: Testing the Linkages* 总被引:6,自引:0,他引:6
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of
academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether
institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted
of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of
student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although
most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement
than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain
institutions more effectively convert student engagement into higher performance on critical thinking tests.
*A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego,
April 2004. 相似文献
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本文主要针对"NSSE-China量表的信度"和"烟台大学在全国大学中处于怎样的水平"来进行分析和阐述。研究发现,烟台大学在校园环境的支持程度(SCE)上高于全国平均水平,且明显优于"211工程"院校平均水平;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动(SFI)三个指标方面与"211工程"院校无明显差别;与地方本科同类院校相比,在教育经验的丰富程度(EEE)和校园环境的支持程度(SCE)上毫不逊色;在学业挑战度(LAC)、主动合作学习水平(ACL)、生师互动方面(SFI)上要低于地方本科同类院校平均水平。 相似文献
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Pauline Hagel Rodney Carr Marcia Devlin 《Assessment & Evaluation in Higher Education》2012,37(4):475-486
Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scales have been adopted with little scrutiny of these arguments. This paper examines these arguments by considering different perspectives of engagement, examining the importance of contextual differences and evaluating the AUSSE engagement scales in the light of both. The paper concludes that the AUSSE results should be used by universities and policy‐makers with caution. 相似文献
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The Carnegie classification system has served as a framework for research on colleges and universities for more than 30 years. Today, the systems developers are exploring criteria that more effectively differentiate among institutions. One approach being considered is classifying institutions based on students educational experiences. This study explored whether it is possible to create a typology of institutions based on students experiences. Results indicated that such a typology could be created, and the types were somewhat independent of institutional mission (i.e., Carnegie classification)Paper presented at the annual meeting of the Association for Institutional Research, Boston, MA (May 2004) 相似文献
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Adding Value: Learning Communities and Student Engagement 总被引:5,自引:0,他引:5
This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college. 相似文献
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学生课程参与在深层次上体现了人与世界、人与知识以及人与社会关系的转变。学生课程参与的结构不仅限于认知维度,还包含社会维度和自我维度。但在三个维度上,学生常常处于"公共知识"、"教师权威"和"学生本份"的宰治下,不能真正有效地参与课程。突破三重宰治,需要展开知识建构式参与、文化批判式参与和存在体验式参与。 相似文献
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Carini Robert M. Hayek John C. Kuh George D. Kennedy John M. Ouimet Judith A. 《Research in higher education》2003,44(1):1-19
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. 相似文献
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In this study, the purpose was to develop a student engagement scale for higher education. The participants were 805 students. In the process of developing the item pool regarding the scale, related literature was examined in detail and interviews were held. Six factors – valuing, sense of belonging, cognitive engagement, peer relationships (emotional engagement-I), relationships with faculty members (emotional engagement-II) and behavioural engagement within the scope of the components of campus engagement and class engagement – made up of 41 items were identified. The total variance explained was 59%. A higher student engagement score was regarded as an indicator that the student had a high level of engagement with the university, campus and class, while a lower score demonstrated that the student’s engagement with the campus and class was weak or that disengagement could occur. 相似文献
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采用倾向值匹配方法,以全国16个省78所院校5433名大四本科生能力测评数据为基础,探讨了学
习性投入对大学生批判性思维能力增值的影响。结果发现,总体上,学习性投入正向作用于批判性思维能力
增值;较之个体性学习投入,侧重交流、互动的社会性学习投入更有利于批判性思维能力增值;但是,并非所有
的社会性学习投入都显著作用于批判性思维能力增值,确切地说,大学生同龄群体间交流、互动性质的社会性
学习投入显著促进了批判性思维能力增值。深入分析后发现,学习性投入能否影响批判性思维能力增值的关
键在于它是否生成了论证性对话情境。深入、全面的论证性对话是批判性思维能力发展的核心动力。 相似文献
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Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities
on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant
and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative
effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than
others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points
to implications for institutional policies and programs that may be effective in fostering desired college outcomes.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement,
and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Shaoqing Li is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree
in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information
technologies, learning theories, and institutional research. 相似文献
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为研究大学生英语课程学习投入情况,编制本问卷并探讨问卷的信度与效度。问卷参考相关成熟问卷,通过课堂观察和开放式问卷等方法收集题项,以西北农林科技大学非英语专业大一、大二学生为调查对象,经预测修订后编制了大学英语课程学习投入问卷。该问卷共含22个题项(其中2题为测谎题),包含3个维度(认知、情感和行为);验证性因素分析表明该量表具有较好的拟合指标(χ2/df=2.026, NFI=0.929, NNFI=0.954, CFI=0.960, IFI=0.960, RMR=0.089, RMSEA=0.052);三维度分问卷信度介于0.836-0.899之间,总问卷信度0.944。可见,该问卷具有良好的信效度,达到测量学的要求,可用于调查学生大学英语课程的学习过程。 相似文献
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大学生学习性投入调查的理论基础及研究进展 总被引:1,自引:0,他引:1
中国大学生学习性投入调查的理论基础有6大经典理论、学生发展理论、建构主义理论、全面质量管理理论等。自美国"全国大学生学习性投入调查"被汉化后,我国出现了关于大学生学习性投入调查的系列研究成果。这些成果大体上可分为两类:一是关于NSSE工具自身及启示的研究;二是关于NSSE-China的应用研究。 相似文献
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Nicholas Tripodi Kate Kelly Maja Husaric Rebecca Wospil Michael Fleischmann Susan Johnston Katherine Harkin 《Anatomical sciences education》2020,13(6):769-777
Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses. 相似文献
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学习支持服务与学生参与度关系的调查研究——以浙江奥鹏远程教育为例 总被引:2,自引:0,他引:2
远程教育的质量和效益竞争离不开良好的学习支持服务,因此,关注远程教育的学习支持服务问题,提高学习支持服务的力度,是解决远程教育质量问题和持续发展问题的重要途径,其中学生学习参与度又是考量学习支持服务是否具有力度的重要方法。基于这样的认识,本研究在访谈和文献分析基础上设计了“学习支持服务问卷”和“学生学习参与度问卷”,就两者互相影响的问题专门展开了调查,调查数据显示学习支持服务和学习参与度之间存在显著正相关。希望本研究能对学习支持服务方面的决策提供支撑。 相似文献
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This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences. 相似文献
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院校影响理论的基本模型发展经历了I-E-O模型到学生融合模型阶段,以及学生融合模型的深化发展两个阶段。学生融合模型的深化发展,主要体现在两方面:一是横向扩增考虑院校结构特征和非院校因素的影响,二是纵向考虑学生的整个学习过程,发展到学生参与模型和院校行动模型。未来研究中,需要开发适用于我国的院校影响理论,并深入分析学生参与行为的性质及参与行为与个体认知、情感的相互作用。 相似文献