Browsing by Author "Cole, J. S."
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Item Academic advising and student athlete success in college(2009-10-03) Hitchcock, T.; Cole, J. S.Item Academic confidence and first-year engagement: Implications for orientation(2009-11-08) Cole, J. S.; Qi, W.Item Accuracy of self-reported grades: Implications for research(2012-06-05) Cole, J. S.; Rocconi, L.; Gonyea, R. M.Item Accuracy of self-reported SAT and ACT test scores: Implications for research(Research in Higher Education, 51, 4, 2010-06) Cole, J. S.; Gonyea, R. M.Because it is often impractical or impossible to obtain school transcripts or records on subjects, many researchers rely on college students to accurately self-report their academic record as part of their data collection procedures. The purpose of this study is to investigate the validity and reliability of student self-reported academic performance. As expected the study finds overall validity of self-reported test scores to be high. However, correlations between self-reported and actual SAT scores are significantly lower than correlations for self-reported and actual ACT Composite scores. This study also confirms prior research which found that when students are inaccurate in reporting their scores, a disproportionate number of them over-report their scores. Also consistent with other studies, this study finds that lower achieving students for both tests are much less accurate when reporting their scores.Item Assessing engagement in the first year: Lessons from BCSSE and NSSE(2011-10-31) Cole, J. S.; Kinzie, J.Item Career and technical education students who transition to four-year institutions: An exploratory study(The Journal of the First-Year Experience and Students in Transition, Volume 23, Issue 2, Pages 75-92, 2011) Qi, W.; Cole, J. S.Each year more students with career and technical education (CTE) backgrounds are transitioning to four-year institutions. This exploratory study investigated differences between CTE, community college transfers and native (nontransfer) students at four-year institutions in regard to how they balance their time and their academic engagement patterns. An important finding of this study was that CTE students, when compared to traditional nontransfer students and community college transfers, spent equal amounts of time studying and demonstrated equal or significantly greater levels of academic engagement. The findings also provide the higher education community much needed information regarding the CTE students' transition to college.Item Differences in high school engagement and college expectations between underachieving and overachieving students(Association for Institutional Research Annual Forum, 2008-05-26) Cole, J. S.; Gonyea, R. M.Item Does college environment have the same effect on all students?(Association for Institutional Research Annual Forum, 2011-05) Dong, Y.; Cole, J. S.tudies have shown that precollege behaviors and attributes are related to academic performance, engagement, and experiences in college. The positive relationship between institution’s emphasis on engagement and college engagement has also been well demonstrated. This study investigated how the relationship between high school and first-year college engagement is moderated by institutional emphasis. Results showed that higher level of high school engagement and higher institutional emphasis both lead to higher first-year engagement. More interestingly, institutional emphasis has greater influence on students who highly internally engaged in high school. The implication of these results has also been discussed.Item Does living on-campus matter: Using NSSE data to understand the experiences of Black men(Annual Conference on the First-Year Experience, 2011-02-05) McGowan, B.; Cole, J. S.Item Does use of survey incentives degrade data quality?(Association for Institutional Research Annual Forum, 2015-05-28) Cole, J. S.; Sarraf, S. A.; Wang, X.Overall, this study found little evidence that survey incentives negatively affect data quality. Our analyses showed minimal differences between incentive and non-incentive groups with regard to straight-lining, item skipping, total missing items, and survey completion. Contradicting Barge and Gehlbach's finding, we found, in fact, that incentive respondents actually had better data quality than non-incentive respondents. Measurement invariance analysis also demonstrated that the presence of an incentive did not compromise the validity of NSSE Engagement Indicator scores or the underlying factor structures. The current study's findings with such a robust sample should allay any serious concerns NSSE users may have about incentives undermining data quality.Item Estimating behavior frequencies(2011-05-23) Cole, J. S.; Korkmaz, A.Item Estimation of expected academic engagement behaviors: The use of vague quantifiers versus tallied responses(American Educational Research Association Annual Meeting, 2012-04-17) Cole, J. S.; Korkmaz, A.Item Estimation of expected academic engagement behaviors: The use of vague quantifiers vs. tallied responses(American Association for Public Opinion Research Annual Conference, 2013-05-18) Cole, J. S.Item First-year college students' expected and actual engagement(Association for Institutional Research Annual Forum, 2017-06-02) Mu, L.; Cole, J. S.Using longitudinal student survey data, the current study explored the relationship of new college students' expected and actual engagement, covering three aspects of student engagement: collaborative learning, student-faculty interaction, and discussions with diverse others. The results support findings of previous studies about the positive correlations between freshmen's expectations and actual behaviors in relation to student engagement. In addition, we found, for students who had the same expected engagement level, those with more varied expectations for different activities better fulfilled their expectation of engagement. We also utilized a structural equation model to investigate the relationship of expected and actual engagement. The model further showed that students' perceived college environment significantly moderates the relationship of expected and actual engagement in collaborative learning and discussions with diverse others but not in interactions with faculty. Besides the structural measure, an institution's basic Carnegie classification did not have statistically significant moderation between expectation and actual engagement in all engagement aspects. The findings imply a caring campus environment promotes a higher level of realization of that expectation.Item First-year persistence in STEM(AAC&U Network for Academic Renewal Conference, 2011-03) Cole, J. S.; Korkmaz, A.Item First-year student engagement and STEM: Gender and racial-ethnic differences(American Educational Research Association Annual Meeting, 2009-04-15) Lambert, A. D.; Kinzie, J.; Cole, J. S.Item First-year students reported use of video games and social media in high school: Should we be concerned?(Annual Conference on the First-Year Experience, 2012-02-20) Cole, J. S.Item Gender & racial-ethnic gaps among entering science, technology, engineering and mathematics (STEM) majors(Association for Institutional Research Annual Forum, 2008-05-26) Cole, J. S.; Kinzie, J.Item Impact of working on first-year academic performance(Annual Conference on the First-Year Experience, 2009-02-10) Hitchcock, T.; Cole, J. S.; Butler, T.Item Incoming first-year students with learning disabilities: The academic challenge(Annual Conference on the First-Year Experience, 2010-02-16) Cole, J. S.; Tukibayeva, M.
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