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

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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.

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Authors and Affiliations

  1. Center for Postsecondary Research, Indiana University School of Education, 1900 E. Tenth Street, Eigenmann Hall, Suite 419, Bloomington, IN, 47406-7512, USA

    John Zilvinskis

  2. School of Medicine, Indiana University, Long Hall LO 417, 1110 W. Michigan Street, Indianapolis, IN, 46202, USA

    Anthony A. Masseria

  3. Higher Education and Student Affairs, Indiana University School of Education-Indianapolis, 902W. New York Street, ES3116, Indianapolis, IN, 46202, USA

    Gary R. Pike

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  1. John Zilvinskis
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  2. Anthony A. Masseria
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Correspondence to John Zilvinskis.

Appendices

Appendix 1: Items Comprising the NSSE Scalelets

Course challenge (Eρ2 = 0.73)

 How often have you … worked harder than you thought you could to meet an instructor’s standards or expectations? [workhard]

 How often have you … come to class without completing readings or assignments? {Reverse Scored} [clunprep]

 To what extent have … your examinations during the current school year challenged you to do your best work? [exams]

 How many hours a week do you spend … preparing for class (studying, reading, writing, rehearsing, and other activities related to you academic program)? [acadpr01]

 To what extent does your institution emphasize … spending significant amounts of time studying and on academic work? [envschol]

Writing (Eρ2 = 0.75)

 How often have you … prepared two or more drafts of a paper or assignment before turning it in? [rewropap]

 How often have you … worked on a paper or project that required integrating ideas or information from various sources? [integrat]

 During the current school year … number of written papers or reports of 20 pages or more? [writemor]

 During the current school year … number of written papers or reports between 5 and 19 pages? [writemid]

 During the current school year … number of written papers or reports of fewer than 5 pages? [writesml]

Higher-order thinking skills (Eρ2 = 0.77)

 During the current school year, to what extent has your coursework emphasized … memorizing facts, ideas, or methods from your courses and readings so you can repeat them in pretty much the same form? {Reverse Scored} [memorize]

 During the current school year, to what extent has your coursework emphasized … analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components? [analyze]

 During the current school year, to what extent has your coursework emphasized … synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships? [synthesz]

 During the current school year, to what extent has your coursework emphasized … making judgments about the value of information, arguments, or methods such as examining how others gathered and interpreted data and assessing the soundness of their conclusions? [evaluate]

 During the current school year, to what extent has your coursework emphasized … Applying theories or concepts to practical problems or in new situations? [applying]

Active learning (Eρ2 = 0.84)

 How often have you … asked questions in class or contributed to class discussions? [clquest]

 How often have you … made a class presentation? [clpresen]

 How often have you … participated in a community-based project as part of a regular course? [commproj]

Collaborative learning (Eρ2 = 0.72)

 How often have you … worked with other students on projects during class? [classgrp]

 How often have you … worked with classmates outside of class to prepare class assignments? [occgrp]

 How often have you … tutored or taught other students (paid or voluntary)? [tutor]

 How often have you … discussed ideas from your readings or classes with others outside of class (students, family members, coworkers, etc.)? [oocideas]

Course interaction (Eρ2 = 0.80)

 How often have you … discussed grades or assignments with an instructor? [facgrade]

 How often have you … discussed ideas from your readings or classes with faculty members outside of class? [facideas]

 How often have you … received prompt feedback from faculty on your academic performance (written or oral)? [facfeed]

Out-of-class interaction (Eρ2 = 0.84)

 How often have you … talked about career plans with a faculty member or advisor? [facplans]

 How often have you … worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.)? [facother]

 Have you, or do you plan to, … work on a research project with a faculty member outside of course or program requirements? [research]

Support for student success (Eρ2 = 0.83)

 To what extent does your institution emphasize … providing the support you need to help you succeed academically? [envsuprt]

 To what extent does your institution emphasize … helping you cope with your non-academic responsibilities (work, family, etc.)? [envnacad]

 To what extent does your institution emphasize … providing the support you need to thrive socially? [envsocal]

Interpersonal environment (Eρ2 = 0.80)

 Quality of your relationships with … other students? [envstu]

 Quality of your relationships with … faculty members? [envfac]

 Quality of your relationships with … administrative personnel and offices? [envadm]

Appendix 2: Items Comprising the NSSE Engagement Indicators

Higher-order learning (Eρ2 = 0.85)

During the current school year, how much has your coursework emphasized the following:

 Applying facts, theories, or methods to practical problems or new situations [Hoapply]

 Analyzing an idea, experience, or line of reasoning in depth by examining its parts [Hoanalyze]

 Evaluating a point of view, decision, or information source [Hoevaluate]

 Forming a new idea or understanding from various pieces of information [Hoform]

Reflective & Integrative Learning (Eρ2 = 0.87)

During the current school year, how often have you:

 Combined ideas from different courses when completing assignments [RIintegrate]

 Connected your learning to societal problems or issues [RIsocietal]

 Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments [RIdiverse]

 Examined the strengths and weaknesses of your own views on a topic or issue [RIownview]

 Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective [RIperspect]

 Learned something that changed the way you understand an issue or concept [RInewview]

 Connected ideas from your courses to your prior experiences and knowledge [RIconnect]

Learning strategies (Eρ2 = 0.77)

During the current school year, how often have you:

 Identified key information from reading assignments [LSreading]

 Reviewed your notes after class [LSnotes]

 Summarized what you learned in class or from course materials [LSsummary]

Quantitative reasoning (Eρ2 = 0.86)

During the current school year, how often have you:

 Reached conclusions based on your own analysis of numerical information (numbers, graphs, statistics, etc.) [QRconclude]

 Used numerical information to examine a real-world problem or issue (unemployment, climate change, public health, etc.) [QRproblem]

 Evaluated what others have concluded from numerical information [QRevaluate]

Collaborative Learning (Eρ2 = 0.81)

During the current school year, how often have you:

 Asked another student to help you understand course material [CLaskhelp]

 Explained course material to one or more students [CLexplain]

 Prepared for exams by discussing or working through course material with other students [CLstudy]

 Worked with other students on course projects or assignments [CLproject]

Discussions with diverse others (Eρ2 = 0.89)

During the current school year, how often have you had discussions with people from the following groups:

 People from a race or ethnicity other than your own [DDrace]

 People from an economic background other than your own [DDeconomic]

 People with religious beliefs other than your own [DDreligion]

 People with political views other than your own [DDpolitical]

Student–faculty interaction (Eρ2 = 0.83)

During the current school year, how often have you:

 Talked about career plans with a faculty member [SFcareer]

 Worked with a faculty member on activities other than coursework (committees, student groups, etc.) [SFotherwork]

 Discussed course topics, ideas, or concepts with a faculty member outside of class [SFdiscuss]

 Discussed your academic performance with a faculty member [SFperform]

Effective Teaching Practices (Eρ2 = 0.85)

During the current school year, to what extent have your instructors done the following:

 Clearly explained course goals and requirements [ETgoals]

 Taught course sessions in an organized way [ETorganize]

 Used examples or illustrations to explain difficult points [ETexample]

 Provided feedback on a draft or work in progress [ETdraftfb]

 Provided prompt and detailed feedback on tests or completed assignments [ETfeedback]

Quality of Interactions (Eρ2 = 0.84)

Indicate the quality of your interactions with the following people at your institution:

 Students [QIstudent]

 Academic advisors [QIadvisor]

 Faculty [QIfaculty]

 Student services staff (career services, student activities, housing, etc.) [QIstaff]

 Other administrative staff and offices (registrar, financial aid, etc.) [QIadmin]

Supportive Environment (Eρ2 = 0.89)

How much does your institution emphasize the following:

 Providing support to help students succeed academically [SEacademic]

 Using learning support services (tutoring services, writing center, etc.) [SElearnsup]

 Encouraging contact among students from different backgrounds (social, racial/ethnic, religious, etc.) [SEdiverse]

 Providing opportunities to be involved socially [SEsocial]

 Providing support for your overall well-being (recreation, health care, counseling, etc.) [SEwellness]

 Helping you manage your non-academic responsibilities (work, family, etc.) [SEnonacad]

 Attending campus activities and events (performing arts, athletic events, etc.) [SEactivities]

 Attending events that address important social, economic, or political issues [SEevents]

Appendix 3: Items Comprising the NSSE Learning Gains Factors

Academic and Interpersonal Gains (Eρ2 = 0.86, 2011; Eρ2 = 0.88, 2013)

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 Writing clearly and effectively [pgwrite]

 Speaking clearly and effectively [pgspeak]

 Thinking critically and analytically [pgthink]

 Developing or clarifying a personal code of values and ethics [pgvalues]

 Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.) [pgdiverse]

 Being an informed and active citizen [pgcitizen]

Application Gains (Eρ2 = 0.86, 2011; Eρ2 = 0.79, 2013)

How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas?

 Analyzing numerical and statistical information [pganalyze]

 Acquiring job- or work-related knowledge and skills [pgwork]

 Working effectively with others [pgothers]

 Solving complex real-world problems [pgprobsolve]

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Zilvinskis, J., Masseria, A.A. & Pike, G.R. Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement. Res High Educ 58, 880–903 (2017). https://doi.org/10.1007/s11162-017-9450-6

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