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Author: Jimmie A. Schlinsog Publisher: ISBN: Category : Academic achievement Languages : en Pages : 384
Book Description
This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located in the mid-South region of the United States. Differences in engagement and outcomes between first generation and continuing-generation students were also explored. This longitudinal panel study utilized an Input-Environment-Output assessment model for the design and analysis. The input variables consisted of background characteristics including gender, ethnicity, high school preparation, and first-generation status. The chief environmental variable was engagement as measured by the National Survey of Student Engagement (NSSE). The outcome variables included academic achievement, persistence, and graduation within the six-year reporting cycle for the Council on Postsecondary Education (CPE) in the state of Kentucky. The results indicated that first-generation students were less well prepared in terms of high school GPA and ACT, typically earned a lower first-year GPA and fewer credits, and were less likely to persist and to graduate compared to continuing-generation students. Those that did graduate, however, did so with a similar GPA to continuing-generation students. The significant predictors of academic achievement at the end of the first year of college were high school GPA and ACT. High school GPA and ACT were also significant predictors of the likelihood of persistence and graduation within six years. Surprisingly, engagement did not emerge as a predictor of the likelihood of persistence or graduation for either first-generation or continuing-generation students nor were there significant differences in engagement between first-generation and continuing-generation students. Significant differences in engagement did, however, emerge according to ethnicity and gender with students of color indicating higher levels of engagement than White students and women being more engaged than men. Implications for practice and suggestions for future research are also considered.
Author: Jimmie A. Schlinsog Publisher: ISBN: Category : Academic achievement Languages : en Pages : 384
Book Description
This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located in the mid-South region of the United States. Differences in engagement and outcomes between first generation and continuing-generation students were also explored. This longitudinal panel study utilized an Input-Environment-Output assessment model for the design and analysis. The input variables consisted of background characteristics including gender, ethnicity, high school preparation, and first-generation status. The chief environmental variable was engagement as measured by the National Survey of Student Engagement (NSSE). The outcome variables included academic achievement, persistence, and graduation within the six-year reporting cycle for the Council on Postsecondary Education (CPE) in the state of Kentucky. The results indicated that first-generation students were less well prepared in terms of high school GPA and ACT, typically earned a lower first-year GPA and fewer credits, and were less likely to persist and to graduate compared to continuing-generation students. Those that did graduate, however, did so with a similar GPA to continuing-generation students. The significant predictors of academic achievement at the end of the first year of college were high school GPA and ACT. High school GPA and ACT were also significant predictors of the likelihood of persistence and graduation within six years. Surprisingly, engagement did not emerge as a predictor of the likelihood of persistence or graduation for either first-generation or continuing-generation students nor were there significant differences in engagement between first-generation and continuing-generation students. Significant differences in engagement did, however, emerge according to ethnicity and gender with students of color indicating higher levels of engagement than White students and women being more engaged than men. Implications for practice and suggestions for future research are also considered.
Author: Molly Beth Kerby Publisher: ISBN: Category : College attendance Languages : en Pages : 460
Book Description
The present study investigated the impact of levels of student engagement on retention among first-year, full-time students at a south central Kentucky university, by examining the self-reported levels of engagement as described on the Spring 2005 National Survey of Student Engagement (NSSE). In addition, the study measured the predictive value of the multidimensional patterns of student engagement relative to student retention from the first- to second-year, based on the NSSE participants' subsequent enrollment in the Fall 2005. The study also examined the relationship among students' demographic and personal achievement characteristics and levels of student engagement that influence persistence and dropout decisions. An analysis of both past and current literature concerning retention issues revealed that persistence in higher education is a longitudinal process involving more than students' cognitive ability to succeed academically. The present study employed a cross-sectional, correlation design in which a two-group, simultaneous, discriminant analyses were used to address the research questions. Data used for this study were gathered via cross-sectional design from first-year students who enrolled in the fall 2004 semester at Western Kentucky University. The survey was administered toward the end of the spring 2005 semester. Only those students who persisted from the fall 2004 semester to spring 2005 semester participated in the survey. Information sought concerned demographic characteristics, student engagement behaviors, and other variables thought to influence student persistence. Sample participants who persisted were identified though Fall 2005 enrollment records. Results from the present study indicated that academic achievement is a far greater predictor of persistence than student engagement. In addition, the data obtained from this study might also indicate that Spady (1970) and Tinto's (1975) stance that demographic and academic achievement characteristics are the foundation of the longitudinal process of persistence might be key to predicting persistence, particularly among first-year students. In short, while social integration and student engagement are important, academic achievement and preparedness are critical to both social integration and persistence. In other words, while student engagement may be an important factor in persistence in higher education, the basis for success in higher education is academic preparedness. Further investigations of the effects of remedial education on persistence are necessary to determine if this approach actually increases persistence.
Author: Juan Zhou Publisher: ISBN: Category : Languages : en Pages : 93
Book Description
ABSTRACT: Higher education stake holders and policy makers attach great importance to the accountability issue. Among the accountability measures, student academic performance and persistence are the two most commonly used college outcomes. Numerous studies have been focused on the factors affecting academic performance and persistence to provide implications for institution administrators in improving the accountability issue. Among the various factors, student engagement is a very popular variable that is demonstrated to be related to college outcomes.
Author: Management Association, Information Resources Publisher: IGI Global ISBN: 1522525858 Category : Education Languages : en Pages : 1626
Book Description
The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective teaching strategies allow for the continued progress of modern educational initiatives. Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of student engagement and involvement within the education sector. Including innovative studies on learning environments, self-regulation, and classroom management, this multi-volume book is an ideal source for educators, professionals, school administrators, researchers, and practitioners in the field of education.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118209567 Category : Education Languages : en Pages : 202
Book Description
Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education to be economically self-sufficient and manage the increasingly complex social, political, and cultural issues of the 21st century. But about 40 percent of those who start college fail to earn a degree within 6 or 8 years, an unacceptably low number. This report examines the complicated array of social, economic, cultural and educational factors related to student success in college, defined as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. Although the trajectory for academic success in college is established long before students matriculate, most institutions can do more than they are at present to shape how students prepared for college and they they engage in productive activities after they arrive. This is the 5th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Eva Kyndt Publisher: Taylor & Francis ISBN: 1317207734 Category : Education Languages : en Pages : 341
Book Description
In the current era where lifelong learning is brought to the fore, higher education can no longer be regarded as an isolated trajectory within one’s educational career as many students face substantial challenges in crafting their professional future. More specifically, the transition from school to higher education and continuing to the labour market are often a difficult hurdles for many students. Almost half of students do not succeed in the first year and often withdraw from education, students are faced with a variety of contexts and may choose to study in a different (international) context, and they are then confronted with structural barriers in finding a (high-quality) job, as evidenced by increasing levels of youth unemployment and underemployment. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave higher education to enter the labour market. Drawing on an international team of contributors, this guide includes three conceptual and fifteen empirical studies which include a range of quantitative, qualitative, cross-sectional and longitudinal studies. Divided into three sections to reflect each important transition phase, topics include: transitions from secondary to higher education; transitions within higher education; transitions from higher education to the labour market. By considering transitions across different phases as a broad and interrelated process, this guide will be essential reading for higher education researchers, policy stakeholders and all those interested in the transitions into higher education and the labour market.
Author: Eva Frey Johnson Publisher: ISBN: Category : College students Languages : en Pages : 268
Book Description
"This study explored the persistence and engagement of first-generation college students at a four-year institution with relation to engagement variables in order to determine the engagement behaviors that support first-generation college student success. Specifically, Astin's (1984) input-environment-output (I-E-O) model was used to investigate the differences between first-generation and non first-generation college students' behaviors of engagement. Recent literature suggests that first-generation college students and non first-generation college students have similar educational experiences when independent variables are controlled (Kuh & Pike, 2005; Tinto, 2002; Hurtado & Carter, 1996). The null hypothesis stated that first-generation college students and non first-generation college students would have similar educational experiences. The inputs for this study consist of the independent variables of sex, student of color status, income level, standardized test scores high school GPA, and generation status. The environment was compromised of the five benchmarks from the National Survey for Student Engagement (NSSE). The outputs consist of the dependent variables of persistence to the next semester or graduation. The college students included in the sample data are from a mid-sized regional, religiously affiliated institution located in the Pacific Northwest. The sample was 1,280 first year and senior students, of which 232 were first-generation students and 1,048 were non first-generation students, who had completed the NSSE instrument in 2005, 2007, and 2009"--Abstract.
Author: Kristen A. Renn Publisher: John Wiley & Sons ISBN: 1118415507 Category : Education Languages : en Pages : 307
Book Description
College Students in the United States accounts for contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments and a range of outcomes including learning, development, and achievement. Throughout the book, the differing experiences, needs, and outcome of students across the range of “traditional” (18-24 years old, full-time students) and non-traditional (for example, adult and returning learners, veterans, recent immigrants) are highlighted. The book is organized, for use as a stand-alone resource, around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework.
Author: Matthew J. Mayhew Publisher: John Wiley & Sons ISBN: 1118462688 Category : Education Languages : en Pages : 784
Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Krishna Bista Publisher: OJED/STAR ISBN: Category : Education Languages : en Pages :
Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.
Author: Jimmie A. Schlinsog
Author: Jimmie A. Schlinsog
Author: Molly Beth Kerby
Author: Juan Zhou
Author: Management Association, Information Resources
Author: George D. Kuh
Author: Eva Kyndt
Author: Eva Frey Johnson
Author: Kristen A. Renn
Author: Matthew J. Mayhew
Author: Krishna Bista