Psychometric Properties of Three New National Survey of Student Engagement Based Engagement Scales: An Item Response Theory Analysis

Carle, Adam C.; Jaffee, David; Vaughan, Neil W.; Eder, Douglas J.

doi:10.1007/s11162-009-9141-z

Cited by 41 publications

(30 citation statements)

References 20 publications

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“…Many educators and government-and industry-sponsored consortia have questioned whether U.S. higher education is adequately preparing students to meet twenty-first century challenges (Bennis and O'Toole 2005;NLCLEAP 2007;Department of Education 2006;Education Consortium 2006;Ghoshal 2005;Kutner et al 2007). Higher education institutions are re-examining their educational practices and seeking to demonstrate that they are indeed providing students with the knowledge and skills required to survive and thrive in society (Carle et al 2009;Education Consortium 2006;Klein et al 2005). They have proposed a variety of strategies to improve student learning.…”

mentioning

confidence: 99%

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

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et al. 2011

Res High Educ

133

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This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness.

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confidence: 99%

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Beachboard

et al. 2011

Res High Educ

133

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“…Freshman Survey (Astin 1993b), and student and alumni surveys developed by the University of North Carolina System (Carle, Jaffee, Vaughan, & Eder, 2009;Kuh, 2001;Kuh, Pace, & Vesper;.…”

Section: Instrumentsmentioning

confidence: 99%

Engagement in the first year as a predictor of academic achievement and persistence of first-year students.

Schlinsog¹

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Evan and Matthew, my junior research assistants who offered writing breaks at almost always the exact right moment. And toMarvin and Ann, who gave this first-generation student the kick-in-the-pants he needed to go to college. well prepared in terms of high school GPA and ACT, typically earned a lower v 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 firstgeneration 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.vi

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“…Three recent studies have focused on the structural component of self-report data (Carle, Jaffee, Vaughan, and Eder, 2009;Gordon, Ludlum, and Hoey, 2008;LaNasa, Cabrera, and Trangsrud, 2009). Although these studies examined the NSSE benchmarks rather than self-reports of learning outcomes, they do point out two challenges associated with efforts to evaluate the structural component of construct validity.…”

Section: Previous Evidence Regarding the Validity Of Self-reportsmentioning

confidence: 99%

“…VALIDITY AND LIMITATIONS OF COLLEGE STUDENT SELF-REPORT DATA (Carle, Jaffee, Vaughan, and Eder, 2009;Pascarella, Seifert, and Blaich, 2010). My own research has generally supported the appropriateness of using self-reports in higher education research and assessment, with some reservations (Pike, 1995(Pike, , 1996(Pike, , 1999.…”

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confidence: 98%

Using college students' self‐reported learning outcomes in scholarly research

Pike

2011

New Drctns for Instit Rsrch

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Construct validity provides a framework for evaluating the adequacy and appropriateness of using students' self‐reports of learning outcomes in scholarly research. Evidence from a recent study concerning the relationships between academic environments and self‐reported learning outcomes, based on Holland's person‐environment fit theory, provides evidence of the appropriateness of using these self‐report data in scholarly research.

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Psychometric Properties of Three New National Survey of Student Engagement Based Engagement Scales: An Item Response Theory Analysis

Cited by 41 publications

References 20 publications

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

Engagement in the first year as a predictor of academic achievement and persistence of first-year students.

Using college students' self‐reported learning outcomes in scholarly research

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