Model Of Student Engagement Research Articles

A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct

This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected of that student’s learning. The study also used an eight-element model of the classroom learning environment (self educational values, self learning outcomes, classroom/peer learning attitudes and behaviours, classroom/peer support, classroom/peer discussion, classroom planning, teacher support and expectations, and parental involvement). The aim was to test the assumption that engagement in classroom learning and perceptions of the classroom learning environment both indicate the same uni-dimensional construct. If this assumption is correct, then it should be possible to plot measures of student engagement and measures of the learning environment on the same linear scale. A measurement model such as the Rasch Model can then be used to test how well empirical data fit the scale. An 85-item rating scale survey of student engagement in classroom learning and the classroom learning environment scale was created. Data from its administration to 1760 secondary school students were tested for fit to the Rasch Rating Scale Model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale, therefore suggesting the presence of the underlying common construct. The construct was called an engaging learning environment.

Predicting Community College Student’s Intention to Transfer and Major in STEM: Does Student Engagement Matter?

This study examined the influence of community college students’ engagement on their intention to transfer and major in a STEM (science, technology, engineering, and math) field. The STEM Student Success Literacy Survey was used to collect data among all 15 community colleges in Iowa. The authors developed a measurement model for community college student engagement and used the model to predict students’ intention to transfer and major in STEM fields. The engagement measurement model consisted of four constructs: peer engagement, transfer engagement, faculty/staff encouragement/assistance, and faculty engagement on coursework. To predict the students’ intention, the logistic regression analysis was employed. The results suggested that students’ demographic and background characteristics contributed to predict their STEM aspirations. The study was concluded by implications for policy, practice, and future research.

Using a Capability Maturity Model to build on the generational approach to student engagement practices

The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, second- and third-generation approaches and, in addition, achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.

Quality excellence in higher education system through Six Sigma: student team engagement model

The Six Sigma methodology has been successfully implemented in many organisations across the globe. Though the origin of Six Sigma acknowledges manufacturing industry, it has been a successful organisational strategy across service sector for more than a decade. However, the implementation and success of Six Sigma has not been established to a great extent in educational institutions. Specifically, higher education providers have a greater scope of implementing Six Sigma for various reasons (discussed in the literature review). This paper aims at understanding the higher education industry for scope and benefit of implementing Six Sigma. A Six Sigma implementation model has been proposed as part of the paper for higher education providers. Involvement of student teams for the Six Sigma deployment is the highlight of the proposed model. The paper concludes with the benefits of the proposed model.

MEASURING ASPIRATIONS, BELONGING, AND PRODUCTIVITY IN SECONDARY STUDENTS: VALIDATION OF THE STUDENT SCHOOL ENGAGEMENT MEASURE

This article proposes a model of student school engagement, comprising aspirations, belonging, and productivity. From this model, items for the Student School Engagement Measure (SSEM) were developed. The SSEM was validated with data from 396 eighth graders in an urban school district. Utilizing structural equation modeling, the second-order empirical model of the SSEM was found to fit the data well, to have good reliability for the three factors, and to be predictive of district-identified risk factors and state standardized academic assessment results. These results suggest that the Student School Engagement Model and the SSEM may be useful tools for understanding which students might be at increased risk for school dropout and how to intervene to support school completion. Recommendations for practitioners and future research are given. C � 2013 Wiley Periodicals, Inc.

A differential game model of incentive-based student recruitment, retention and faculty engagement in higher education

Many public and private four-year colleges and universities are facing the issue of declining enrolment. Several universities adopt a centralised approach to recruiting, where efforts are concentrated in the admissions function of the academic institution. These recruitment methods mirror a ‘catch all’ approach for prospective students across all academic disciplines. The concern with this centralised recruitment method is the level of detachment from key success/retention criteria that is unique to different academic disciplines. This study seeks to determine whether significant correlation exists between student recruitment methods and retention statistics among for-profit universities and to examine the efficacy of a more decentralised approach to recruiting students, much like the model adopted among athletic institutions. Overall, we find that actively engaging faculty scouts in recruitment and retention efforts via a revenue-sharing programme can be effective if: 1) achieving a progressively larger incoming students pool is a shared goal; 2) reaching enrolment sustainability is a priority, where marginal net growth of the stock is positive; 3) the bulk of the institutional revenues come from tuition fees, relative to independent outside sources; 4) the revenue share awarded to faculty scouts is perceived by them as competitive.

An educational development student forum: working partnerships with students

PurposeThe purpose of this paper is to introduce a practical, developmental working model of student engagement, presenting results from 16 month's implementation of an experimental project. It identifies key issues and reflects on potential for collaboration with students on cross‐institutional issues in learning, teaching, assessment and student experience. It provides an example of seeking to “engage students” in order to foster and enhance “students’ engagement”.Design/methodology/approachThe paper is a reflective case‐study in a key area of innovation in a large London university. It gives a practice‐based account of key stages in implementation of the project, identifying aims, objectives and outcomes within the framework of the Educational Development Unit's work, and the university's Graduate Attributes initiative. Briefly describing practical aspects, it reflects on successes and difficulties encountered. It presents some quantitative data related to student participation, and qualitative data including outcomes for students and staff, and locates the work in the context of sector research on student engagement.FindingsOutcomes of this project support and evidence claims made in theoretical literature about the value of student engagement work of this type.Originality/valueThis work offers a flexible, scale‐able model for collaborative work with students in the area of educational development, with potential for student participation in both practical and strategic work. With elements in common with other examples from the growing field of student engagement projects, this project differs from many of these in its cross‐institutional basis and scope.

Measuring student engagement among elementary students: Pilot of the Student Engagement Instrument—Elementary Version.

Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention.

Malaysian University Student Learning Involvement Scale (MUSLIS): Validation of a Student Engagement Model

Purpose – In western countries, a model to explain student engagement in college or university has long been established. However, there is a lack of research to develop and validate a model which may help to better understand student engagement in the local university context. There is currently no established instrument to measure student engagement specifically in the Malaysian (or Asian) university context. This study was conducted to fill the gap. A measurement model on student engagement in the Malaysian university context, based on Astin’s (1984) Student Involvement Theory, was developed and validated for use in the local context. Methodology – This study uses a survey research method to test the Malaysian University Student Learning Involvement Scale (MUSLIS), a measurement model of student engagement in the local university context. The MUSLIS is a 24-item scale designed to obtain feedback on the extent of student engagement at the tertiary level in the Malaysian context. The questionnaire was distributed to 347 final year students from Universiti Utara Malaysia. The data was analysed using the SPSS software (version 16.0) to run the exploratory factor analysis (EFA) and AMOS (version 16.0) to analyse the confirmatory factor analysis (CFA). Findings – Holistic evaluation of the model of student engagement found that the data collected acceptably fit the model. The instrument used was also found to be reliable. Significance – This study pioneers research in the measurement of tertiary student engagement, the first of its kind, in the Malaysian context. However, a wider sample comprising data from different universities in the country should be conducted to further confirm the usability and validity of the proposed MUSLIS. The instrument can be used in studies which seek to examine the outcomes of student involvement. In practice, the measurement of student involvement provides useful information on the extent of student participation in activities on and out of campus, whether these are academic-oriented or societal activities.

Taiwan student engagement model: Conceptual framework and overview of psychometric properties

The US’s National Survey of Student Engagement (NSSE) have long shown that students’ engagement such as the level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment, have all contributed to the desired outcomes in college. In Taiwan, a national dataset called the Freshman-Junior Student Survey (FJSS); wherein 49,609 students were surveyed, was used to gather information regarding students’ learning experiences. Using the NSSE as a model, this paper details the quantitative analysis of the FJSS with the aim of developing a Taiwan student engagement model (TSEM). Results show that the TSEM both contains conceptual factors derived from the NSSE and contextual issues that are only found in Taiwan. Lastly, the psychometric properties of the TSEM were validated using the confirmatory factor analysis.

The Library Student Liaison Program at Eastern Washington University: A Model for Student Engagement

In 2006, Eastern Washington University (EWU) Libraries implemented a library student liaison program to enhance library efforts at student engagement. Reporting to the associate dean of libraries, the library student liaison is an undergraduate hired on a part-time basis to represent students within the library organization and to represent the library among the student body. The three goals of the program are (1) to enhance communications between EWU Libraries and the student body, (2) to articulate student perspectives on library services and help determine priorities for meeting student information needs, and (3) to increase student participation in library programs and activities. The student liaison develops an annual action plan to support these goals. Activities have included developing and maintaining the library's social networking sites, conducting student surveys, and implementing library events for students. Entering its fourth year, the student liaison program has been very effective in meeting desired outcomes.

Student involvement as a vehicle for empowerment: a case study of the student platform for engineering education development

This paper examines the mission, structure and outputs of one organisation, the Student Platform for Engineering Education Development (SPEED), as a case study for how student-led organisations can use student involvement to promote and sustain student self-efficacy in an academic field. SPEED attracts young people to engineering through student participation in engineering education (EE). SPEED is a global, non-profit student organisation that functions as an interdisciplinary network to diversify dialogue, stimulate change and impact the development of EE and its effect on society. SPEED is directly attracting young people to engineering in various ways: the organisation of its keynote event, the Global Student Forum; facilitating interactions between globally minded, socially inclined engineers with aspirations to change the world; and through the global dissemination of SPEED's work and practices through broad and relevant channels. Short-term outcomes are highlighted here. This case study can serve as a model for student engagement and involvement in other disciplines.

Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university

The purpose of this case study is to discuss the effectiveness of peer assisted learning as an engagement strategy for first year engineering students. Studies have shown that engagement is critical to student success in higher education and that it requires a multifaceted approach that recognises the diverse needs of contemporary heterogeneous cohorts. By using the case study of a peer facilitator in a Mathematics for Engineers unit at an Australian University we hope to provide some insights into the Peer Assisted Study Session (PASS) model of student engagement and learning support. PASS is the nomenclature commonly used in Australia for Supplemental Instruction; a peer facilitated learning model that has been shown to improve students’ academic performance as well as assisting in their transition to the university environment. The authors are the coordinator of the PASS programme and a student facilitator from an Australian university. Kiyomi Dunphy, the student facilitator, provides insight into her experience of running weekly study sessions for students and this is supplemented with comments from the programme attendees. Rather than focusing on quantitative data, we have taken a qualitative approach, with the intention of explicating the model as it operates in our particular context.

Potential of social networking sites for distance education student engagement

AbstractThis chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with challenges and implications for integrating social networking sites in the classroom and on the college level.

Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis

US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a nationally‐representative sample, multilevel growth curve analyses found significant factors related to adolescents’ student engagement both in initial status and rate of growth. Significant factors at the student level were students’ locus of control, self‐esteem, peer academic value, parental expectation and parent–child communication along with the students’ socio‐economic status, previous grades and friend dropout history. Significant factors at the school level were teacher rules on homework, teacher support, and school safety. Implications for research and practice are discussed.

Constructing Belonging in a Diverse Campus Community

A diverse student body holds the promise of enriching the learning experience of all students at a particular college or university. What is less clear is whether this diversity inhibits students’ sense of belonging at that institution. This essay discusses how the sense of belonging relates to student success. It also explores how higher education professionals can support students through the purposeful cultivation of collective identity among a diverse student body, as well as through the use of cultural tools that promote a sense of belonging. In addition, this article describes a model of student engagement recently developed at one large, private university in the Southeast with a highly diverse student body.

Developing a theory‐driven model of community college student engagement

AbstractThis chapter describes development and testing of a new conceptual model of community college student engagement that can be used to guide and strengthen institutional leverage over student outcomes.

A Theory-Driven Model of Community College Student Engagement

This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy.

Examining a multidimensional model of student motivation and engagement using a construct validation approach

This study seeks to examine a multidimensional model of student motivation and engagement using within- and between-network construct validation approaches. The study tests the first- and higher-order factor structure of the motivation and engagement wheel and its corresponding measurement tool, the Motivation and Engagement Scale - High School (MES-HS; formerly the Student Motivation and Engagement Scale). The study draws upon data from 12,237 high school students from 38 Australian high schools. The hypothesized 11-factor first-order structure and the four-factor higher-order structure, their relationship with a set of between-network measures (class participation, enjoyment of school, educational aspirations), factor invariance across gender and year-level, and the effects of age and gender are examined using confirmatory factor analysis and structural equation modelling. In terms of within-network validity, (1) the data confirm that the 11-factor and higher-order factor models of motivation and engagement are good fitting and (2) multigroup tests showed invariance across gender and year levels. In terms of between-network validity, (3) correlations with enjoyment of school, class participation and educational aspirations are in the hypothesized directions, and (4) girls reflect a more adaptive pattern of motivation and engagement, and year-level findings broadly confirm hypotheses that middle high school students seem to reflect a less adaptive pattern of motivation and engagement. The first- and higher-order structures hold direct implications for educational practice and directions for future motivation and engagement research.

The Use of a Citizen Leader Model for Teaching Strategic Leadership

Strategic leadership is perhaps the area where undergraduate students have the least experience. Therefore, a focus on developing these skills is critical for college-level leadership educators. Teaching strategic leadership requires that educators design programs that make explicit, direct, and formal links between theory and practical experience, opportunity to reflect, solve problems, work in teams, and engage in active learning. The Citizen Leader Model (CLM) for student engagement goes beyond volunteerism and service learning through its focus on bringing about substantive change in organizations and communities. This article describes a teaching method for teaching strategic leadership using the CLM, sample projects, and outcomes.