Maximizing What Students Get Out of College: Testing a Learning Productivity Model

By Shouping Hu, George D. Kuh. 2003

139 citations recorded by the source corpus.

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In Education

Citations in the corpus

What Matters to Student Success: A Review of the Literature (2006, background): “1 The relationship between engagement and desired outcomes of college is well documented: (Anaya 1996; Astin 1984, 1993b; Banura et al. 2000; Berger and Milem 1999; Braxton, Sullivan, and Johnson 1997; Carini, Kuh, and Klein, in press; Chickering and Reisser 1993; Goodsell, Maher, and Tinto 1992; Hu”
Does Involvement Really Matter? Indicators of College Student Success and Satisfaction (2013, methodology): “Although Inman and Pascarella (1998) found no significant difference in critical thinking scores for oncampus versus off-campus students, Pascarella and Terenzini report that there is “remarkably consistent evidence that students living on campus are more likely to persist and graduate than students”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “Some of these equivocal or disappointing findings may be due to differences in learning productivity on the part of the student (Hu & Kuh, 2003)—the ability to optimally convert the amount of time one spends on task into the desired outcome whether it be grades or something else of value.”
Student engagement: students' and teachers' perceptions (2014, background): “However, this kind of data is defended by Hu and Kuh (2003), who convincingly show that student perception research is valid and valuable, providing that questions gauge items within respondents’ experience.”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “These are some of the most commonly used variables in the student engagement and development literature (e.g., Hu and Kuh, 2002, 2003a; e.g., Kuh and Hu, 2001; Toutkoushian and Smart, 2001).”
Understanding How First-year Seminars Affect Persistence (2006, background): “For example, Hu and Kuh (2003b) found a statistically significant effect for selectivity on a dependent variable with a intraclass correlation of 3.3%, while Merlo et al. (2001) found statistically significant level 2 effects for a dependent variable with an intraclass correlation of only 0.4%.”
How Sound Is NSSE?: Investigating the Psychometric Properties of NSSE at a Public, Research-Extensive Institution (2011, unknown): “…2008), leadership development (Pascarella, Seifert, & Blaich, 2008; Posner, 2004), identity development (Harper, Carini, Bridges, & Hayek, 2004; Hu & Kuh, 2003), moral development (Pascarella, Seifert, & Blaich, 2008), academic performance or GPA (Carini, Kuh, & Klein, 2006; Gordon et al.,…”
Developing Social and Personal Competence in the First Year of College (2007, result): “This level of variance contributed by institution-level variables is, moreover, consistent with those reported in similar studies (Hu & Kuh, 2003; Umbach & Porter, 2002) In te rc ep t fo r so ci al a n d p er so n al c om p et en ce , B 0 2.”