Direct, indirect, and contingent relationships between learning community participation and educational outcomes

Abstract

This study examines the direct, indirect, and contingent relationships between participating in a learning community, student engagement, and self‐reported learning outcomes. Using data from the 2004 administration of the National Survey of Student Engagement (NSSE), the results indicate that the relationships between a learning community experience and learning outcomes are mediated by students’ levels of engagement. Learning community participation was not directly related to gains in learning and development, but it was related to student engagement. Student engagement, in turn, was strongly related to gains in learning. In addition, institutional characteristics were related to the strength of the relationships between learning community participation and student engagement.