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Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement

Author

Listed:
  • John Zilvinskis

    (Indiana University School of Education)

  • Anthony A. Masseria

    (Indiana University)

  • Gary R. Pike

    (Indiana University School of Education-Indianapolis)

Abstract

The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included.

Suggested Citation

  • John Zilvinskis & Anthony A. Masseria & Gary R. Pike, 2017. "Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(8), pages 880-903, December.
    • Handle: RePEc:spr:reihed:v:58:y:2017:i:8:d:10.1007_s11162-017-9450-6
    DOI: 10.1007/s11162-017-9450-6
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    References listed on IDEAS

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    1. Joy Gaston Gayles & Frim Ampaw, 2014. "The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 439-468, July.
    2. Thomas F. Nelson Laird & Tricia A. Seifert & Ernest T. Pascarella & Matthew J. Mayhew & Charles F. Blaich, 2014. "Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(3), pages 402-432, May.
    3. Brian P. An, 2015. "The Role of Academic Motivation and Engagement on the Relationship between Dual Enrollment and Academic Performance," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(1), pages 98-126, January.
    4. Arnold Wollenberg, 1977. "Redundancy analysis an alternative for canonical correlation analysis," Psychometrika, Springer;The Psychometric Society, vol. 42(2), pages 207-219, June.
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    Cited by:

    1. Shuyu Qi & Danning Huang & Qiutong Ma & Mi Zhou, 2023. "Factors Influencing Sustainable Development Literacy among Engineering Undergraduates in China: Based on the College Impact Model," IJERPH, MDPI, vol. 20(2), pages 1-19, January.
    2. Щеглова И. А. & Корешникова Ю. Н. & Паршина О. А., 2019. "Роль Студенческой Вовлеченности В Развитии Критического Мышления," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 264-289.
    3. Cong Wang & Ying Zhang & Jennifer D. Moss & Emily M. Bonem & Chantal Levesque-Bristol, 2020. "Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(8), pages 1002-1026, December.
    4. Irina Shcheglova & Yulia Koreshnikova & Olga Parshina, 2019. "The Role of Engagement in the Development of Critical Thinking in Undergraduates," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 264-289.
    5. Shutao Wang & Cui Huang, 2021. "Family Capital, Learning Engagement, and Students’ Higher Education Gains: An Empirical Study in Mainland China," IJERPH, MDPI, vol. 18(21), pages 1-12, November.
    6. Shuyu Qi & Mi Zhou & Qiutong Ma & Jing Pan, 2023. "Co-Creation in Contextual Competences for Sustainability: Teaching for Sustainability, Student Interaction and Extracurricular Engagement," Sustainability, MDPI, vol. 15(21), pages 1-16, October.

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