Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics

By Shouping Hu, George D. Kuh. 2002

683 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bdc2b8abd328fb1f06020dbdb6ef75bba9c2616e

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Citations in the corpus

Beyond hard outcomes: ‘soft’ outcomes and engagement as student success (2010, background): “As Hu and Kuh (2002) observe, a vital factor in student success is the motivation and effort the learners generate themselves.”
Understanding How First-year Seminars Affect Persistence (2006, result): “Fourth, similar to much of the literature on student development and engagement (e.g., Hu and Kuh, 2002, 2003a; Kuh and Hu, 2001; Zhao and Kuh, 2004), our study lacks pre-college measures, standardized test”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “…Loury and Garman, 1995; Monks, 2000; Rumberger and Thomas, 1993; Thomas, 2003; Titus, 2004), while the null findings for the effect of selectivity are concentrated within studies based on convenience samples (e.g., Hu and Kuh, 2002; Kim, 2002a, b; Kuh and Hu, 2001; Pascarella et al., in press).”
The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement (2008, background): “Despite the negative relationships between minority status and academic performance, African American and Hispanic students report being more engaged in college than their White peers (CCSSE, 2005; Hu & Kuh, 2002; Swigart & Murrell, 2001).”
What Matters to Student Success: A Review of the Literature (2006, background): “For example, natural science and engineering majors report greater gains in scientific and quantitative reasoning than humanities and social science majors (Cheng 2000; Hu and Kuh 2002; Pace 1990).”
Students’ engagement in first‐year university (2008, neutral): “Reflecting the work of Astin (1985, 1993), Pace (1995) and Chickering and Gamson (1987), Hu and Kuh (2001, p. 3) define engagement as “the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes”.”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “Under certain conditions (Hu and Kuh, 2001a), multitrait-multimethod studies have shown that student perceptions gathered using questionnaires are a reliable and accurate source of information about the quality of education (Costin et al.”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “Engagement refers to active involvement in course activities with continuous efforts to attain desired learning outcomes (Hu & Kuh, 2002; Richardson, Long, & Woodley, 2003; Richardson & Newby, 2006).”
Educational expenditures and student engagement: When does money matter? (2006, neutral): “Moreover, some doctoral-research universities, particularly research-intensive institutions, have relatively high levels of student engagement ( Hu and Kuh, 2002; National Survey of Student Engagement, 2000, 2001; Kinzie, Schuh, and Kuh, 2004; Kuh, 2002, 2003; Kuh et al.,”
College Residence and Academic Performance: Who Benefits From Living on Campus? (2010, background): “First, a few studies suggest that racial minorities are generally more involved in postsecondary institutions than Whites (Hu, 2002; Kuh & Hu, 2001) and that minority students are more concerned about becoming academically integrated in an institution, whereas White students are more preoccupied…”
Student engagement: students' and teachers' perceptions (2014, background): “Eight of the nine selected items originated with Hu and Kuh’s (2002) engaging teaching indicators and one owed its inspiration to McMahon and Portelli’s (2004)”
Executive Summary: The Toolbox Revisited--Paths to Degree Completion from High School through College. (2006, background): “84 student life programs?(47) The larger and/or less residential the institution, the less the opportunity for student-faculty interaction in other than casual or ritualistic activities (Hu and Kuh 2002).”
Student engagement evidence summary (2010, background): “…gender, ethnicity or ability levels on entering HE – and the extent to which they engage as students (see Bauer and Liang, 2003; Endo and Harpel, 1982; Hu and Kuh, 2002; Indiana University Center for Postsecondary Research, 2002; Iverson, Pascarella and Terenzini, 1984; Kuh et al., 2000; Pike,…”