Student Engagement and Student Learning: Testing the Linkages* |
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| Authors: | Robert M Carini George D Kuh Stephen P Klein |
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| Institution: | (1) Department of Sociology, University of Louisville, 103 Lutz Hall, Louisville, KY 40292, USA;(2) Center for Postsecondary Research, Indiana University, Bloomington, Indiana, USA;(3) The RAND Corporation, Santa Monica, California, USA |
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| Abstract: | This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of
academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether
institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted
of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of
student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although
most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement
than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain
institutions more effectively convert student engagement into higher performance on critical thinking tests.
*A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego,
April 2004. |
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| Keywords: | student engagement critical thinking value added NSSE student learning |
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