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Carini Robert M. Hayek John C. Kuh George D. Kennedy John M. Ouimet Judith A. 《Research in higher education》2003,44(1):1-19
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. 相似文献
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Using Focus Groups,Expert Advice,and Cognitive Interviews to Establish the Validity of a College Student Survey 总被引：1，自引：0，他引：1
Ouimet Judith A. Bunnage JoAnne C. Carini Robert M. Kuh George D. Kennedy John 《Research in higher education》2004,45(3):233-250
This study focused on how the design of a national student survey instrument was informed and improved through the combined use of student focus groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using focus groups and cognitive interviews to learn how students interpret various items and what different responses really mean. 相似文献
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Student Engagement and Student Learning: Testing the Linkages* 总被引：6，自引：0，他引：6
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of
academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether
institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted
of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of
student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although
most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement
than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain
institutions more effectively convert student engagement into higher performance on critical thinking tests.
*A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego,
April 2004. 相似文献
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