Using Student Self-Reported Gains To Estimate College Impact: A Cautionary Tale.

By Ernest T. Pascarella. 2001

153 citations recorded by the source corpus.

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Citations in the corpus

The impact of student experiences with diversity on developing graduate attributes (2010, unknown): “Although this is a widely used and generally valid approach for obtaining student information (Pike 1995), students may be using differing baselines when they are asked to report their own development during college (Pascarella 2001).”
College Diversity Experiences and Cognitive Development: A Meta-Analysis (2010, background): “…number of reasons, including social desirability pressures, difficulties with distinguishing between specific gains and global perceptions of growth, and a general inability to effectively introspect on their own development over time (Gonyea, 2005; Pascarella, 2001; Pike, 1993, 1999; Ross, 1989).”
Maximizing What Students Get Out of College: Testing a Learning Productivity Model (2003, methodology): “…college attendance (Ethington, 2000), independent of their engagement in college activities or learning efficiency; however, it is possible that students attending different types of institutions use different baselines when they report gains associated with attending college (Pascarella, 2001).”
The Relationship Between Institutional Mission and Students' Involvement and Educational Outcomes (2003, background): “Specifically , Pascarella (2001b) pointed out that self-reported gains in learning may be influenced by individual differences attributable to students' entering abilities.”
Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans During the First Year of College (2006, background): “Cautions against the use of self-reported gains in place of pre- and post-measures have been noted elsewhere (Pascarella, 2001).”
Diversity Experiences and College Student Learning and Personal Development (2003, background): “…procedure and protocol in the administration of the CSEQ; in addition, students may report their gains from college using different baselines depending on their openness to college experiences, a concern that is especially relevant for studies using student self-reported gains (Pascarella, 2001).”
Peers and Faculty as Predictors of Learning for Community College Students (2014, background): “Self-reports lack the internal validity of a pretest–posttest design (Bowman, 2010, 2011; Pascarella, 2001), but selfreported data are considered valid if the information given is known to the students, if the questions are phrased clearly, and if students consider the question worthy of a thoughtfu”
Adding Value: Learning Communities and Student Engagement (2004, background): “In addition, students may report their gains from college using different baselines depending on their openness to college experiences, a concern that is especially relevant for studies using student self-reported gains (Pascarella, 2001).”
Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006, background): “As Pascarella (2001) and others point out, gain scores may be confounded by students’ entering characteristics.”
Predictors of Student Commitment at Two-Year and Four-Year Institutions (2004, background): “In a recent article, Pascarella (2001) warns us of the need to assess student dispositions at entry in order to control for differences in their likelihood to report change or growth.”
Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context (2009, methodology): “Although this is a widely used and generally valid approach for obtaining student information (Pike, 1995), students may be using differing baselines when they are asked to report their own growth during college (Pascarella, 2001).”
Membership in a Fraternity or Sorority, Student Engagement, and Educational Outcomes at AAU Public Research Universities (2003, background): “In a longitudinal study of students at 18 colleges and universities, Pascarella et al. (1996) examined the relationships between Greek affiliation and scores on the Collegiate Assessment of Academic Proficiency (CAAP) examination (American College Testing Program, 1989).”
The Impact of Learning Communities on First Year Students’ Growth and Development in College (2011, methodology): “…2003) have examined the validity and reliability of the self-reported data for the CSEQ, students may use different baselines to gauge their gains depending on their openness to college experiences; this concern is especially relevant for studies using student self-reported gains (Pascarella 2001).”
Examining the Effects of Student Involvement on African American College Student Development (2004, background): “Fourth, because statistical controls for the effects of precollege measures of the dependent variables were not employed in this study, the effects of student involvement experiences on educational gains may have been over- and/ or under-estimated in this study (Pascarella, 2001).”
Influences on College Students' Capacities for Socially Responsible Leadership (2010, background): “…have received considerable attention with regard to their ability to adequately measure educational gains, despite the fact that researchers suggest that they can produce accurate results under specific conditions (Anaya, 1999; Astin, 1993; Bauer, 1992; Gonyea, 2005; Pascarella, 2001; Pike, 1995).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “Students start college predisposed to perform or behave in certain ways (Pascarella, 2001).”
Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities (2004, background): “For instance, Pascarella (2001) noted that gain scores may be related to students’ precollege characteristics, which we were unable to control for in this study.”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “Self-reports lack the internal validity of a pretest-posttest design (Pascarella, 2001).”
Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link? (2006, background): “The reason for this is that such estimates do not account for the potential confounding influence of differences between institutions in the characteristics of the students who are reporting on good practices (Astin, 2003; Pascarella, 2001b).”