College Student Experiences Questionnaire Research Articles

Quality of effort in college activities and learning gains: A case study in China.

This study investigated the mechanism between Chinese undergraduates' quality of effort in college activities and learning gains, using the Chinese College Student Experiences Questionnaire (CCSEQ). 2,990 undergraduates were recruited at a case Chinese university. Gender, grade, and type of high school differences were found in Chinese undergraduates' quality of effort in college activities and learning gains. Compared with data from American Norms, Chinese undergraduates have less interaction with teachers, lower classroom participation, and lower intellectual skills gains. Quality of effort in college activities contributed more to learning gains than demographics, with different influences based on the types of college activities. This research verifies the applicability of the CSEQ in the Chinese context and reveals the characteristics of the learning experiences of Chinese undergraduates and the underlying reasons. Recommendations for programme designers, university faculty, and undergraduates themselves were suggested.

How college experiences impact student learning outcomes: Insights from Chinese undergraduate students.

In recent years, student development and learning outcomes have become a central focus of quality higher education research. Identifying factors associated with student learning outcomes is the key to continuous quality improvement. The purpose of this study was to explore the impact of college experiences on student learning outcomes. A sample of 17,609 undergraduates from 23 Chinese colleges/universities were selected for the study and asked to complete the Chinese version of the College Student Experiences Questionnaire. Structural equation modeling analyses suggested academic and social activity involvement was an important factor influencing student learning outcomes. Campus facilities and the college environment also predicted student learning outcomes. Family background, on the other hand, exerted minimal influence on student learning outcomes. Students' involvement in academic and social activities served as strong mediators between campus facilities/environment and student learning outcomes. The results highlighted the significance of providing high-quality college experiences. They also informed policymakers and practitioners of possible pathways to support student learning outcomes by enhancing students' involvement in social and academic activities.

Predicting the Academic Success of Minority Male Students in a Public 4-Year Institution in the USA

Several studies have shown that nationally, retention and graduation rates of minority male students in higher education remains comparatively low. While most studies focus on factors accounting for low academic performance and achievement, and low retention and graduation rates of minority students, this study investigated the factors that contribute to minority male students’ success in a 4-year public institution. One hundred sixty successful minority male students took the College Student Experience Questionnaire (CSEQ). Using cumulative GPA (cGPA) as the criterion variable, three sets of explanatory variables (active learning index, cooperation among students, and college environment index) were regressed to determine the set of variables that best predict student success. The multiple linear regression result shows that the amount of time per week of studies toward academic work best predicts student success.

Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.

THE EFFECT OF COMPUTER MEDIATED CONFERENCING AND COMPUTER ASSISTED INSTRUCTION ON STUDENT LEARNING OUTCOMES

The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.

College Social Experiences Between First-Generation Students and Other Students Enrolled in a STEM Discipline at an HBCU

The primary purpose of this study was to determine the differences in the levels of social engagement between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University. A two-group ex post facto research design using a single questionnaire was used for the study. A stratified sample of 90 college students participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire. These findings indicated that there were significant differences among first-generation and other college students who were enrolled in a STEM discipline at an HBCU. Statistically significant differences between first-generation and other college students were found for three items in the social integration category: “met other students,” (p = .017, η2 = .063); “used campus recreational facilities,” (p = .050, η2 = .043); and “became acquainted with students,” (p = .035, η2 = .050). Both groups felt that meeting others would happen “often.” Both groups differ for using campus recreational facilities and becoming acquainted with students whose family backgrounds were different. Firstgeneration students reported that “occasionally” and “often”; and the other college students felt “often” and “very often” that using campus recreational facilities and becoming acquainted with students whose family background was different would happen. The study documented the impact of the nurturing environment that exists at an HBCU and focused on the social engagement aspects of attending college. The study findings provide clues to ways that college administrators and researchers can assist first-generation college students enrolled in a STEM discipline at an HBCU. Implications for future research and policymakers are discussed.

A comparison of students with and without disabilities on their perception of services in Qatar’s public higher education system

The purpose of this paper is to assess student perceptions of their engagement in tangible and intangible higher education services using the College Student Experiences Questionnaire (CSEQ).,The research draws on a random sample of students without disabilities and all students with disabilities in a public university in Qatar. Group comparison analysis is conducted to find differences between the two groups by adapting the CSEQ to assess student perceptions of engagement with the services.,The findings showed that students with disabilities were less satisfied with intangible services in learning systems. Students with and without disabilities felt that the campus facilities were below average; students with disabilities rated university services lower than students without. All students felt that the learning systems were above average, with higher ratings among students without disability.,Considerable work needs to be done in capacity and professional development with faculty to deal with learning and teaching methods with students with disabilities.,In general, this study compares students with disabilities with non-disabilities. Both groups confront barriers to access learning and to the assessment of their learning. They both were satisfied with services but with higher perceptions of engagement among those with non-disabilities. Higher education institutions must consider those services in unison to both groups treating both equally, recognizing that a discourse of differences may pit one group over another in infrastructure and the institutional services provided.

Black Girls Rock: The Impact of Integration and Involvement on the Success of Black College Women

Given that individual and institutional characteristics are suggested to work collectively in promoting optimal student success, the purpose of this quantitative study was to understand factors that contribute to the success of Black college women at predominantly White institutions (PWIs). Of particular interest was the relationship between self-reported gains of Black women and the level of social integration and student involvement these women reported. The College Student Experiences Questionnaire (CSEQ) was used to analyze a purposeful sample of 736 Black undergraduate women who completed the survey between 2005 and 2010. Statistical analyses, including multiple regression tests and Pearson product moment correlations, were conducted to examine relationships between social integration, student involvement, and self-reported gains. Results of the analyses indicated that each of the variables was positively correlated, statistically significant, and that social integration had a stronger relationship to each of the self-reported gains factors than student involvement.

Overworked? An Observation of the Relationship Between Student Employment and Academic Performance

Current observations from the National Center for Education Statistics demonstrate the dramatic increase in college student employment over the past few decades. Not only are more students employed than in previous decades, students are working more hours. This could lead to declines in academic performance as hours worked increase, resulting in less time for studying. This article correlates the number of hours worked with each student’s academic performance. Data used in the article are taken from student responses to the College Student Experience Questionnaire developed by the Indiana University at Bloomington. This analysis looks at differences regarding students employed in on-campus jobs relative to off-campus jobs. Various relationships are estimated, breaking down the sample by various cohorts including class, gender, and age. Estimated findings show that students should be discouraged from working over 20 hours in off-campus jobs in their first 2 years of college.

The Role of the Academic Library in Promoting Student Engagement in Learning

This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.

Black Female Community College Students' Satisfaction: A National Regression Analysis

Data from the Community College Student Experiences Questionnaire were analyzed for a sample of 315 Black women attending community colleges. Specifically, we conducted multivariate analyses to assess the relationship between background traits, commitments, engagement, academic performance, and satisfaction for Black women at community colleges. Descriptive results provide a profile of Black women who attend community colleges in terms of age, native language, units taken, and grades. Hierarchical linear regression results suggest that our statistical model accounted for 22% of the variance in satisfaction. Significant predictors of Black women's satisfaction at community colleges include age, effect of family on school work, and social engagement with faculty. Grades may also be significantly related to Black women's satisfaction, although the relationship was reduced to nonsignificance over successive models. Implications for future policy, practice, and research are highlighted.

Peers and Faculty as Predictors of Learning for Community College Students

This study tested the extent to which student interaction with faculty, student peer teaching situations, student organization involvement, and discussion with diverse others contributed to self-reported learning for students involved in an ethnic-specific or multicultural student organization. The Community College Student Experiences Questionnaire (CCSEQ) was used to collect data from 239 students who were involved in an ethnic-specific or multicultural student organization at 1 of 12 different community colleges. Self-reported learning was reported in the following domains: general education, intellectual skills, science and technology, personal development, and career preparation. For each of the five learning outcomes, frequent interaction with faculty was the strongest predictor in the model. Engagement with peers contributed to most outcomes, but not as strongly as student–faculty interaction. Thus, the study extends the contribution of faculty interaction to the arena outside the classroom and suggests further research about the ways student–faculty interaction benefits students at the community college level.

An Investigation of Student Engagement in a Malaysian Public University

This study aims to investigate the characteristics of student engagement in a local public university. Student engagement refers to the concept of “students learn from what they do in college” and has been in literature for more than 70 years. A survey form adapted from College Student Experience Questionnaire (CSEQ) was distributed to a total of 64 first and second year students. This study employed descriptive research design as to address the research objectives, namely to identify the characteristics of student engagement and to differentiate student background characteristics, including year of study and gender, of student engagement based on five indices. The results of the study indicated that students scored high intermediate on the level of student engagement. Further investigation on the five indices of student engagement revealed that students rated highest on “life-long learning” index, followed by the indices of “active learning”, “cooperation among students”, “experience with diversity” and lastly was “student-faculty interaction” index. While comparing the student engagement and its indices across year of study and gender, the empirical study revealed that there was no significant difference on year of study. However, females showed significantly more engagement than males. The same result applied for “active learning” and “experience with diversity” indices. As a result, some suggestions have been given to address the issues raised as to further enhance the “student-faculty interaction” and the solutions for relatively low engagement of male students.

Regulatory mechanism of self-determination involvement in higher education: assessing Chinese students’ experiences

Investment in higher education facilities in terms of both hardware and software has witnessed significant growth on a yearly basis since the reintroduction of the college entrance examination known as the NMT in 1977. However, a social assessment of graduates’ qualities seems to indicate that the improvement in skill levels and graduates’ general qualities has failed to keep pace with the growth in investment. As a bridge to relate college environment to student gains in learning, student self-determined involvement in educational activities plays an important role in analyzing the educational effects of colleges. Based on a conducted through the survey of Chinese College Student Experience Questionnaire, with data collected from 647 valid respondents, universities can observe and evaluate the levels and quality of students’ involvement in the educational process. The students’ involvement of educational activities can be investigated through data analysis, employing statistical methods of a structural equation model. In observing student involvement in the educational system, it becomes apparent that the students’ capacity for building on and playing a key role in the improvement of the quality of education they receive is largely controlled by their involvement activities in the learning process. In addition, both of the college environment and student motivation have a combined and significant effect on student involvement behaviors. Student involvement can be divided into three gradual but distinct levels (controlled, identified and integrated involvement) in accordance with the varying degrees of internalization. Student involvement will exponentially magnify the positive effects on student gains when colleges invest in new and additional resources, particularly when students become more deeply involved in the educational environment. In addition, when colleges make a concentrated effort to recognize the importance of student involvement, and they encourage and incentivise students to become involved, the college itself will benefit greatly from the improved university environment. This combination of mutually beneficial activity, therefore, represents a virtuous circle of promotion between college and students.

The Relationships between Student Engagement and the Academic Achievement of First-Year University Students in Cambodia

This study examined the relationships between student engagement in academically relevant activities and their academic achievement in the first year of university in Cambodia, and tested the presence of conditional effects of student engagement on achievement by students’ gender, geographical origin, and pre-university academic experience. The participants were 919 first-year students at nine universities in Phnom Penh City. Student engagement was measured using a revised version of the National Survey of Student Engagement and the College Student Experiences Questionnaire. The regression analyses revealed that the student engagement in time spent on out-of-class course-related tasks, homework/tasks, and active participation in classroom settings added significant values to Cambodian student achievement. Contrary to the extensive student engagement literature in developed countries, student engagement in out-of-class peer learning and extensive reading did not make any meaningful impacts on student achievement in the present study. Certain effects of student engagement on achievement tended to differ in magnitude by students’ pre-university academic experience and geographical origin. Implications for policy are discussed with a call for solid programs to promote and enhance the quality of student engagement activities on-and off-campus, especially among the academically disadvantaged students.

Satisfaction and Retention Among African American Men at Two-Year Community Colleges

A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993) retention theory and Astin's (1993) input-environment-outcome (IEO) model, this study estimated the impact of academic and social integration on retention—controlling for an array of intervening variables—based on a sample of African American males who responded to the Community College Student Experiences Questionnaire. Findings suggest a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable. Implications for future policy and practice are highlighted.

A Comparative Study of Campus Experiences of College Students With Mental Illnesses Versus a General College Sample

Objective: Examine campus experiences and relationships of college students with mental illnesses compared to general student norms using the College Student Experiences Questionnaire to understand potential sources of distress and retention issues. Participants: Responses were obtained from 449 former and current students with mental illnesses from more than 300 colleges and universities around the country. Methods: Participants completed an online survey available from July 2005 to July 2006. Results: Multivariate analysis of variance and t test results indicate that college students with mental illnesses report less engagement on campus and poorer relationships, and that these factors were associated with lower graduation rates. Students reporting they were treated differently “most of the time” because of a mental illness had the lowest levels of engagement and poorest relationships. Conclusions: More attention is needed to developing interventions that enhance social functioning and engagement and address stigma on campus in order to reduce distress and enhance retention.

Use Student Affairs Strategies to Retain Women in STEM

Use Student Affairs Strategies to Retain Women in STEM

The Impact of Learning Communities on First Year Students’ Growth and Development in College

This study investigated the direct and indirect relationships between participating in a learning community, student engagement, and self-reported learning outcomes. Using a sample of 241 freshmen at a single urban research university who took the College Student Experiences Questionnaire, the results indicate that after controlling for demographic characteristics and entering composite ACT score, the relationship between learning community participation and learning outcomes are mediated by students’ levels of engagement. Learning community participation was not directly related to educational gains but was indirectly related to educational gains through student engagement. Student engagement in turn was strongly related to educational gains.

Quality of Effort and Career Preparation Differences Between African American and White Community College Students

This study examined data from a random sample of 500 White students and 500 African American students who have taken the Community College Student Experiences Questionnaire to determine which factors in the environment impact their career preparation. The results showed that interaction with faculty had the strongest impact on career preparation for all students. Counseling services were significant for African American students. The African American students indicated they put more effort into student-faculty interactions and peer interactions than White students, and they reported greater gains in career preparation.