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.
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.
- Content Type Journal Article
- Pages 1-17
- DOI 10.1007/s11162-012-9254-7
- Authors
- Shouping Hu, Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 1210H Stone Building, Tallahassee, FL 32306, USA
- Alexander C. McCormick, Center for Postsecondary Research, Indiana University, 1900 E. 10th Street, Suite 419, Bloomington, IN 47406, USA
- Journal Research in Higher Education
- Online ISSN 1573-188X
- Print ISSN 0361-0365