Research in Higher Education

, Volume 53, Issue 7, pp 738–754 | Cite as

An Engagement-Based Student Typology and Its Relationship to College Outcomes

  • Shouping Hu
  • Alexander C. McCormick


Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes.


Student engagement Typology Learning Persistence Retention College outcomes 



The authors wish to thank Charles Blaich and the Wabash Center of Inquiry in the Liberal Arts for granting access to the data used in this study. The findings reported here reflect only the authors’ analyses and interpretations, and not official positions of the Center of Inquiry or its sponsoring organizations.


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Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  1. 1.Department of Educational Leadership and Policy Studies, College of EducationFlorida State UniversityTallahasseeUSA
  2. 2.Center for Postsecondary ResearchIndiana UniversityBloomingtonUSA

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