Typology of students: A view from student transition from high school to college

Abstract

Several recent studies have successfully identified several college student types. One limitation of past studies has been their reliance on one-time cross sectional assessments. As a result, we are left to ponder the stability or consistency of student behaviors as the academic year progresses. This study uses longitudinal data of student engagement to investigate the stability of student engagement typology. Guided by behavioral consistency theory, this study explores the supportive elements of educational settings in order to find those under which students' behavior-based types are more likely to change. Results showed that there are generally four student types based on their engagement in a variety of activities. In higher education settings, most students stick to a pattern of behaviors while a small portion changed compared with their engagement types in high school. Students' background characteristics and institutional environment showed association with these shifts.