Robert M. Carini, George D. Kuh, and Stephen P. Klein

Abstract: 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.

Key words: student engagement; critical thinking; value added; NSSE; student learning

总 结：

1、这项研究检查(1)与实验相关的学生参与程度和传统学术表现的措施,(2)接触和学习成绩之间的关系是否有条件,(3)是否机构根据不同学生的能力可将学生行为承诺转化为学业成绩。

2、研究样本包括1058名在14四年制的学院或大学的学生,在2002年完成了几个仪器测试。许多学生积极参与有关措施与批判性思维等得到了理想的学习成果和成绩,尽管大多数的关系强度弱。

3、研究结果表明低能力的学生比给予相同承诺的同学受益更多,一年级学生和老年人不同形式的行为承诺转化为学术成就,某些体系将学生承诺转化为批判性思维测试的高成绩会更有效。

来源：Research in Higher Education, Vol. 47, No. 1, February 2006, DOI: 10.1007/s11162-005-8150-9, p1-32. 32p.