The National Survey of Student Engagement

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The National Survey of Student Engagement

The National Survey of Student Engagement

01 Jan 2010-

About: The article was published on 2010-01-01 and is currently open access. It has received 607 citations till now. The article focuses on the topics: National Survey of Student Engagement & Student engagement.

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Journal Article•DOI•

The Effect of Twitter on College Student Engagement and Grades

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Reynol Junco¹, Greg Heiberger², Eric Loken³•Institutions (3)

Lock Haven University of Pennsylvania¹, South Dakota State University², Pennsylvania State University³

01 Apr 2011-Journal of Computer Assisted Learning

TL;DR: Experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role is provided.

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Abstract: Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.

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1,425 citations

Cites background or methods from "The National Survey of Student Enga..."

...Additionally, student/faculty interaction is an NSSE factor shown to be related to student success (Kuh 2002)....
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...Also, our instrument’s reliability was similar to the a of 0.85 obtained by examining the data on the 22 college activity items (Kuh 2002)....
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...Student02: @Faculty It made me realize how selfless I need to be, just like how Farmer put his dedication toward helping others before his own needs....
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...The NSSE exhibits acceptable psychometric properties (see Kuh 2002) and items focusing on good practices in undergraduate education consistently predict development during the first year of college based on multiple objective measures (Pascarella et al. 2009)....
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Journal Article•DOI•

Framing student engagement in higher education

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Ella R Kahu¹•Institutions (1)

Massey University¹

24 May 2013-Studies in Higher Education

TL;DR: In this paper, the authors review and critique four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective which highlights the critical role of the socio political context; and, finally, the holistic perspective which takes a broader view of engagement.

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Abstract: Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the p...

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1,210 citations

Cites background from "The National Survey of Student Enga..."

...According to the developers, the NSSE items and scales are theoretically and empirically derived with good psychometric properties – strong face and construct validity, and good reliability (Kuh 2001)....
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...authors claim the NSSE satisfies the criteria by which self-report data are most likely to be valid (Kuh 2001)....
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...The survey’s authors claim the NSSE satisfies the criteria by which self-report data are most likely to be valid (Kuh 2001)....
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Journal Article•DOI•

The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

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Reynol Junco¹•Institutions (1)

Lock Haven University of Pennsylvania¹

01 Jan 2012-Computer Education

TL;DR: Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities, and some Facebook activities were positively predicting of the dependent variables, while others were negatively predictive.

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Abstract: Educators and others are interested in the effects of social media on college students, with a specific focus on the most popular social media website-Facebook. Two previous studies have examined the relationship between Facebook use and student engagement, a construct related to positive college outcomes. However, these studies were limited by their evaluation of Facebook usage and how they measured engagement. This paper fills a gap in the literature by using a large sample (N = 2368) of college students to examine the relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Student engagement was measured in three ways: a 19-item scale based on the National Survey of Student Engagement, time spent preparing for class, and time spent in co-curricular activities. Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities. Additionally, some Facebook activities were positively predictive of the dependent variables, while others were negatively predictive.

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1,069 citations

Cites background or methods from "The National Survey of Student Enga..."

...The NSSE exhibits acceptable psychometric properties (Kuh, 2002), and those items that focus on good practices in undergraduate education consistently predict development during the first year of college, based onmultiple objective measures (Pascarella, Seifert, & Blaich, 2009)....
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...More specifically, we can conceptualize student use and involvement on Facebook along Astin’s (1984) five tenets of engagement: 1) Engagement refers to the investment of physical and psychological energy: Students invest a great deal of psychological energy in using Facebook, as evidenced by usage…...
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...His theory of student engagement was based on five tenets: 1) Engagement refers to the investment of physical and psychological energy; 2) Engagement occurs along a continuum (some students are more engaged than others and individual students are engaged in different activities at differing…...
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...Lastly, the Cronbach’s a level for this study was also similar to the a of .85 obtained by examining data on the 22 college activity items (Kuh, 2002)....
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Journal Article•DOI•

What Student Affairs Professionals Need to Know About Student Engagement

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George D. Kuh¹•Institutions (1)

Indiana University¹

01 Nov 2009-Journal of College Student Development

TL;DR: The role and contributions of scholarship and institutional research about student engagement and its relevance for student development professionals and others committed to enhancing the quality of the undergraduate experience are summarized in this paper.

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Abstract: In a 1992 Calvin and Hobbs cartoon (Watterson), 6-year-old Calvin asks his teacher whether he is being adequately prepared for the challenges of the 21st century. He wants to know if he will have the skills and competencies that will allow him to succeed in a tough, global economy. In response, the teacher suggests he start working harder because what he will get out of school depends on how much effort he puts into it. Calvin ponders this advice for a moment and says, “Then forget it.” The exchange between Calvin and his teacher gets right to the point about what matters to student learning and personal development. Indeed, one of the few unequivocal conclusions from How College Affects Students (Pascarella & Terenzini, 2005) is that the amount of time and energy students put forth—student engagement—is positively linked with the desired outcomes of undergraduate education. Unfortunately, Calvin’s response is all too common, if not according to what students say, then by what they do or do not do. In this paper, I summarize the role and contributions of the scholarship and institutional research about student engagement and its relevance for student development professionals and others committed to enhancing the quality of the undergraduate experience. The presentation is organized into four major sections. First, I briefly describe the evolution of the student engagement concept and explain its importance to student development. Then, I summarize findings from research studies about the relationships between student engagement and selected activities including participation in high-impact practices, employment, and some other experiences of relevant a relevance to the current generation of undergraduates. Next, I discuss some topics that warrant additional investigation to better understand how to further potential and utility of student engagement research and institutional policies and practices that the findings suggest. I close with some observations about the implications of student engagement research for student affairs professionals and others on campus committed to improving the quality of undergraduate education.

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1,046 citations

Cites background or methods from "The National Survey of Student Enga..."

...The test–retest correlation for all items for students who completed NSSE twice during the same administration period was a respectable .83 (Kuh, 2002)....
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...Its psychometric properties, including reliability and validity, are acceptable, especially when aggregated across multiple institutions (Kuh, 2001, 2002; Pike, 2006a, 2006b)....
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...In addition, different approaches have been used to measure the stability of NSSE measures at both the institution and student levels (Kuh, 2002), and the results indicate that NSSE data are relatively stable....
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...Equally important, compared with White students, many students of color expend more time and energy on some activities but report benefitting less, including earning lower grades (Greene et al., 2008; Hu & Kuh, 2002)....
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...For example, reliability studies were conducted for the first five administrations of NSSE including the first two field tests in 1999 (Kuh, 2002)....
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Journal Article•DOI•

Students’ engagement in first‐year university

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Kerrie-Lee Krause¹, Hamish Coates²•Institutions (2)

Griffith University¹, Australian Council for Educational Research²

12 Sep 2008-Assessment & Evaluation in Higher Education

TL;DR: In this article, the authors report on seven calibrated scales of student engagement emerging from a large-scale study of first year undergraduate students in Australian universities, including online, self-managed, peer and student-staff engagement.

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Abstract: This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.

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877 citations

Cites background from "The National Survey of Student Enga..."

...Student engagement has been the focus of a substantial amount of research in the last few years, particularly in the USA (Kuh, 2001;Fredericks, Blumenfeld, & Paris, 2004), the UK (Mann, 2001) and Australia (Krause, et al....
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...Student engagement has been the focus of a substantial amount of research in the last few years, particularly in the USA (Kuh 2001; Fredericks et al. 2004), the UK (Mann 2001) and Australia (Krause et al. 2005; UWA 2005; Coates et al. forthcoming)....
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References

PDF

Open Access

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Book•

Leaving College: Rethinking the Causes and Cures of Student Attrition

[...]

Vincent Tinto¹•Institutions (1)

Indiana University¹

01 Jan 1987

TL;DR: In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce student attrition as mentioned in this paper, showing that effective retention is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus.

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Abstract: As enrollments continue to decline, student retention is increasingly vital to the survival of most colleges and universities. In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating current data, Tinto applies his theory of student departure to the experiences of minority, adult and graduage students, and to the situation facing commuting institutions and two-year colleges. He has revised his theory, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.

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9,733 citations

Journal Article•

Student involvement: A developmental theory for higher education.

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Alexander W. Astin

01 Sep 1999-Journal of College Student Personnel

TL;DR: The theory of student involvement as mentioned in this paper can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years, and it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory.

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Abstract: Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of f indings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and

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5,476 citations

Journal Article•DOI•

What matters in college? : four critical years revisited

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Alexander W. Astin

01 Sep 1994-The Journal of Higher Education

TL;DR: In this article, the authors present a study of how students change and develop in college and how colleges can enhance that development based on more than 20,000 students, 25,000 faculty members, and 200 institutions.

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Abstract: From the author of Four Critical Years--a book the Journal of Higher Education called the most cited work in higher education literature--What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences.

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4,462 citations

Journal Article•

How College Affects Students: A Third Decade of Research. Volume 2.

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Ernest T. Pascarella, Patrick T. Terenzini

01 Feb 2005-Jossey-Bass, An Imprint of Wiley

3,799 citations

Book•

How College Affects Students: A Third Decade of Research

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Ernest T. Pascarella, Patrick T. Terenzini

07 Feb 2005

TL;DR: The second volume of Pascarella and Terenzini's 1991 award-winning review of the research on the impacts of college on students is presented in this paper, where the authors review their earlier findings and synthesize what has been learned since 1990 about college's influences on students' learning.

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Abstract: This is the long-awaited second volume of Pascarella and Terenzini's 1991 award-winning review of the research on the impacts of college on students. The authors review their earlier findings and then synthesize what has been learned since 1990 about college's influences on students’ learning. The book also discusses the implications of the findings for research, practice, and public policy. This authoritative and comprehensive analysis of the literature on college-impact is required reading for anyone interested in higher education practice, policy, and promise3⁄4faculty, administrators, researchers, policy analysts, and decision-makers at every level.

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3,505 citations