What Matters to Student Success: A Review of the Literature

By George D. Kuh, Jillian Kinzie, Jennifer Buckley, B. Bridges, John C. Hayek. 2006

1,360 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/126fff5f05a3fca5af03a9740a1c3a1155e1f7bd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. T. Jorre de st Jorre
2. E. V. Rooij
3. E. Jansen
4. F. Phua
5. W. van de Grift
6. G. Dericks
7. L. Leach
8. N. Zepke

Citations in the corpus

• Improving student engagement: Ten proposals for action (2010, background): “The importance of learning relationships is emphasized (Kuh et al., 2006).”
• Want students to engage? Contextualise graduate learning outcomes and assess for employability (2018, background): “…and opportunities for work-integrated learning are multifaceted: in addition to increasing career decisiveness and self-efficacy, they have been shown to improve student engagement and retention, especially amongst traditionally underserved or at risk students (Doyle, 2011; Kuh et al., 2006).”
• The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland’s Theory (2012, background): “Student engagement is a potentially powerful mediating factor in college effects research because the student engagement construct represents both what students do in college and the experiences institutions and academic disciplines make available for students (Kuh et al. 2006).”
• First-year university students’ academic success: the importance of academic adjustment (2018, background): “Thus, it is again confirmed that first-year students’ experiences, more specifically how they interact with the learning environment, have more impact on their success than their previous results (Kuh et al. 2006).”
• The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success (2007, background): “…for the prevailing epistemology motivating quantitative studies of student success that include all or some of the following variables identified by Kuh et al. (2006b): (a) student background characteristics, (b) structural characteristics of institutions, (d) interactions with faculty, staff…”
• Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities (2019, background): “Moreover, we seek to add nuance to these insights by drawing on prior non-PhD student satisfaction research suggesting student satisfaction stems from two discrete aspects of learning: on one hand, educators’ scholarly expertise, what might be labelled ‘academic qualities’, and on the other, non-aca”
• Defining and Measuring Academic Success. (2015, background): “These findings suggest that despite reports that have advocated for more detailed views of the term (Kuh et al., 2006), the bulk of published researcher continues to narrowly measure academic success as academic achievement; more specifically, operationalized as grades and/or GPA.”
• Beyond hard outcomes: ‘soft’ outcomes and engagement as student success (2010, background): “Kuh et al. (2006) place teaching and teachers at the heart of engagement.”
• Student engagement: students' and teachers' perceptions (2014, background): “These focus variously on: student motivation, teaching and teachers, teacherstudent interactions, interactions between learners, the role of institutional policies, and the role of non-institutional influences such as family, friends, health and employment (Kuh et al., 2006; Leach & Zepke, 2011).”