2009
DOI: 10.1002/ir.286
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The role of precollege data in assessing and understanding student engagement in college

Abstract: Students do not enter college tabula rasa. They come with a variety of high school academic experiences, exposure to college information, and family socioeconomic and educational influences, all of which help shape expectations and attitudes of what it is like to be an enrolled college student. Research studies show that high school experiences, engagement, and academic achievement, as well as entering expectations and attitudes, are important predictors of student success. Therefore, to better understand firs… Show more

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Cited by 36 publications
(22 citation statements)
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“…Academic satisfaction is related to academic involvement and success, as well as low levels of stress and attrition (Cole, Kennedy, & Ben-Avie, 2009;Credé & Niehorster, 2012;Jackson, Pancer, Pratt, & Hunsberger, 2000;Smith & Miller, 2005). Literature suggests that students start HE with high and often unrealistic levels of expectations.…”
supporting
confidence: 38%
See 1 more Smart Citation
“…Academic satisfaction is related to academic involvement and success, as well as low levels of stress and attrition (Cole, Kennedy, & Ben-Avie, 2009;Credé & Niehorster, 2012;Jackson, Pancer, Pratt, & Hunsberger, 2000;Smith & Miller, 2005). Literature suggests that students start HE with high and often unrealistic levels of expectations.…”
supporting
confidence: 38%
“…Literature suggests that students start HE with high and often unrealistic levels of expectations. Sometimes the discrepancy between initial expectations and academic experiences introduces significant levels of dissatisfaction, which have a negative impact on academic motivation, learning, and achievement (Braxton, Vesper, & Hossler, 1995;Cole et al, 2009;Jackson et al, 2000;Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008;Smith & Miller, 2005).…”
mentioning
confidence: 46%
“…Furthermore, these studies are focused on courses specifically for non-biology majors (Bernot & Metzler, 2014;Weasel & Finkel, 2016). Considering that a student's background can affect their response to course material, including their feelings of engagement and how much they learn (Cole, Kennedy, & Ben-Avie, 2009), it is important to understand how students with such different backgrounds and interests that they have chosen different majors will be affected by modern teaching approaches in their biology courses.…”
Section: Introductionmentioning
confidence: 99%
“…A su vez, los estudiantes que acceden por primera vez a la ES presentan una gran diversidad de características respecto a su nivel de conocimientos y aptitudes cognitivas (Almeida, Guisande y Paisana, 2012; Deaño, García-Señorán y Sepúlveda, 1997), a sus niveles de motivación (Deaño, Gómez y García-Señorán, 1997) y proyectos vocacionales, a su madurez psicológica, y a su autonomía y bienestar psicológico (Salanova, Martínez, Bresó, LLoréns y Grau, 2005;Soares, Guisande y Almeida, 2007). De entre este conjunto amplio de variables personales de los estudiantes, sus expectativas académicas iniciales son las que centran la atención de este artículo, en la medida en que son una variable importante en su adaptación al contexto universitario Cole, Kennedy y Ben-Avie, 2009;Howard, 2005;Soares, Almeida y Guisande, 2011).…”
Section: Introductionunclassified