Academic Course Engagement During One Semester Forecasts College Success: Engaged Students Are More Likely to Earn a Degree, Do It Faster, and Do It Better

Svanum, Soren; Bigatti, Silvia M.

doi:10.1353/csd.0.0055

Cited by 87 publications

(69 citation statements)

References 15 publications

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“…The results from this study were in line with the outcomes of previous studies. Fairchild (2003), Kasworm (2003), Kasworm and Pike (1994), and Svanum and Bigatti (2009) reported nontraditional students has higher grades and grade point averages than traditional students. However, Justice and Dornan (2001) revealed there was no significant difference in grades between traditional and nontraditional students.…”

Section: Research Hypothesismentioning

confidence: 95%

Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Courtner¹

2014

IJE

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The purpose of this study was to determine the impact of the level of student engagement on academic performance and the quality of relationships with students, faculty, and administrative personnel of traditional and nontraditional students. This study sought to determine if there was a significant difference in academic performance of traditional and nontraditional college students based on the level of student engagement. The researcher examined data from both traditional and nontraditional students to consider the impact the level of student engagement had upon the quality of relationships with other students, faculty, and administrative personnel. Furthermore, the study sought to determine if there was a significant difference in the quality of relationships with other students, faculty, and administrative personnel between traditional and nontraditional college students. There was a significant difference between traditional and nontraditional students based on academic performance and level of student engagement. Traditional students had higher levels of student engagement; however, nontraditional students had higher levels of academic performance. Level of student engagement had a significant impact on the quality of relationships with other students, faculty, and administrative personnel for both traditional and nontraditional students. Specifically, level of student engagement had the greatest impact upon quality of relationships with faculty for both traditional and nontraditional students. Furthermore, there was a significant difference in the quality of relationships with other students, faculty, and administrative personnel. Nontraditional students had the highest quality of relationships with faculty and administrative personnel, and traditional students had the highest quality of relationships with other students.

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Section: Research Hypothesismentioning

confidence: 95%

Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Courtner¹

2014

IJE

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“…For example, Svanum & Bigatti (2009) found behavioural measures based on Handelsman et al 's (2005) definition of skills engagement reliably predicted not only GPA, but also whether or not students would graduate with a degree and how quickly they would complete their education. Furthermore, the predictive value of skills engagement on grades and degree completion was found to be significant even when other factors such as SAT scores, student academic background, and GPA from the previous semester were controlled for.…”

Section: Instruments and Measuresmentioning

confidence: 99%

Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device use During Lecture

Witecki

Nonnecke

2015

JITE:Research

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Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for nonacademic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not.

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“…AM is associated with better learning, academic performance and well-being, compared to controlled motivation (CM), which is seen when one experiences internal or external pressure (Artino et al 2010;Kusurkar et al 2011aKusurkar et al , 2013Moulaert et al 2004;Ryan and Deci 2000;Sobral 2004;Stegers-Jager et al 2012;Vansteenkiste et al 2005;Williams et al 1999). Student engagement also contributes to better learning and academic performance of (medical) students (Carini et al 2006;Casuso-Holgado et al 2013;Schaufeli et al 2002a;Svanum and Bigatti 2009) and has a negative relationship with burnout (Schaufeli et al 2002b). Engagement is defined as ''a positive, fulfilling, and work-related state of mind that is characterized by vigour, dedication, and absorption'' (Schaufeli et al 2002b).…”

Section: Introductionmentioning

confidence: 99%

A multi-site study on medical school selection, performance, motivation and engagement

Wouters

Croiset

Schripsema

et al. 2017

Adv in Health Sci Educ

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Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (C8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lotteryadmitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu- GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.

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Academic Course Engagement During One Semester Forecasts College Success: Engaged Students Are More Likely to Earn a Degree, Do It Faster, and Do It Better

Cited by 87 publications

References 15 publications

Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device use During Lecture

A multi-site study on medical school selection, performance, motivation and engagement

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