NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809571
Record Type: Journal
Publication Date: 2008
Pages: 24
Abstractor: ERIC
ISSN: ISSN-0022-1546
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
Kuh, George D.; Cruce, Ty M.; Shoup, Rick; Kinzie, Jillian; Gonyea, Robert M.
Journal of Higher Education, v79 n5 p540-563 Sep-Oct 2008
This study aims to determine the relationships between key student behaviors and the institutional practices and conditions that foster student success. To do so, student-level records from different types of colleges and universities are merged to examine the links between student engagement and two key outcomes of college: academic achievement and persistence. A second goal is to determine the effects of engaging in educationally purposeful activities on these outcomes for students from different racial and ethnic backgrounds. The data for this study are from 18 baccalaureate-granting colleges and universities that administered the National Survey of Student Engagement (NSSE) at least once between 2000 and 2003. The data are analyzed in two stages. In the first stage, ordinary least squares or logistic regression are used to estimate separate models for first-year students of the general effects of time on task and engagement in educationally purposeful activities on academic year grade point average (ranging from 0.0 to 4.0) and persistence to the second year of college. In the second stage of the analysis, models are estimated to test for the presence of conditional or interaction effects. The findings from this study yield a detailed portrait of the relationships between students' backgrounds and pre-college characteristics, college experiences, and the two outcomes measured. The findings point to two conclusions. First, student engagement in educationally purposeful activities is positively related to academic outcomes as represented by first-year student grades and by persistence between the first and second year of college. Second, engagement has a compensatory effect on first-year grades and persistence to the second year of college at the same institution. (Contains 4 figures, 4 notes and 4 tables.)
Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement
Grant or Contract Numbers: N/A
IES Cited: ED556748; ED555627