Abstract
Students’ time expenditures influence their learning and development. This study used latent profile analysis to identify a taxonomy of how first-year students spend their time using a large multi-institution sample. We identified four time usage patterns by first-year students titled Balanced, Involved, Partiers, and Parents. Sex, expected major field, on-campus residency, age, Greek-life membership, and standardized test scores were predictive of students’ time use patterns. Holding a range of student and institutional factors constant, members of the involved group, on average, reported higher levels of engagement than the Balanced group, while Partiers reported lower levels of engagement. Implications for policy and practice are discussed.
Highlights
Students’ time expenditures influence their learning and development
To identify the best candidate models, we examined the Akaike information criterion (AIC), Bayesian information criterion (BIC), and adjusted Bayesian information criterion for each model
Students spent about 14 hours per week (HPW) preparing for class, 6 HPW working for pay, 12 HPW relaxing and socializing, 7 HPW participating in co-curricular activities and community service, 2 HPW caring for dependents, and 3 HPW commuting to campus
Summary
Our data come from the 2014 and 2015 administrations of the National Survey of Student Engagement (NSSE). NSSE is annually administered in the winter and spring to first-year and senior students attending bachelor’s-granting institutions in the US and Canada. Our initial sample included 233,164 first-year students attending 958 bachelor’s-granting U.S institutions. The response rate for the initial sample was 22%. Students were selected into the analytic sample through a weighted random selection approach that accounted for differential rates of non-response by sex, enrollment status (full/part-time) and institution size. The sample was roughly evenly divided between students with a parental education of high school or less, some college, bachelor’s degree, and graduate degree. Half of the sample attended an institution with a Barron’s selectivity rating of competitive, with another 42% attending more selective institutions.
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