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

John Zilvinskis (), Anthony A. Masseria and Gary R. Pike
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John Zilvinskis: Indiana University School of Education
Anthony A. Masseria: Indiana University
Gary R. Pike: Indiana University School of Education-Indianapolis

Research in Higher Education, 2017, vol. 58, issue 8, No 4, 880-903

Abstract: 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.

Keywords: Student engagement; Student learning; National Survey of Student Engagement; Canonical correlation analysis (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (6)

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DOI: 10.1007/s11162-017-9450-6

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