Direct and indirect effects of engagement on grades

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dc.contributor.authorGonyea, R.
dc.contributor.authorCole, J.
dc.contributor.authorRocconi, L.
dc.date.accessioned2019-09-10T16:22:18Z
dc.date.available2019-09-10T16:22:18Z
dc.date.issued2016-06-02
dc.descriptionPresented at the 2016 Association for Institutional Research Annual Forum in New Orleans, LA.
dc.description.abstractGrades are perhaps the best predictor of a attaining a college diploma. Using NSSE data from nearly 20,000 first-year and senior students in 2012 and matched year-end grades from 42 participating institutions, the authors tested path models to determine the direct and indirect effects of student background, engagement, and campus environment on end of year grades. Total effects on GPA show that time spent studying, the use of learning strategies, and courses where faculty used effective teaching strategies had positive overall effects on grades. Coursework involving quantitative reasoning had a negative effect, probably due to the added rigor of STEM courses.
dc.identifier.urihttps://hdl.handle.net/2022/23747
dc.language.isoen
dc.publisherAssociation for Institutional Research Annual Forum
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectSTEM
dc.subjectacademic performance
dc.subjectcompletion
dc.subjectbackground
dc.subjectcampus environment
dc.subjectcampus climate
dc.subjectgrades
dc.subjectGPA
dc.subjectstudy time
dc.subjectlearning strategies
dc.subjectteaching strategies
dc.subjectquantitative reasoning
dc.subjectquantitative skill
dc.titleDirect and indirect effects of engagement on grades
dc.typePresentation

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