Validating NSSE Against Student Outcomes: Are They Related?

By J. Gordon, Joe Ludlum, J. Hoey. 2008

165 citations recorded by the source corpus.

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In Education

Citations in the corpus

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, methodology): “As have other researchers, we adapted several previously reported scales to sharpen the conceptual focus of constructs relevant to the needs of our study (Carle et al. 2009; Carini et al. 2006; Gordon et al. 2008; Kuh 2001; Pike 2006a, b). We examined the psychometric properties of multi-item scal”
Does Involvement Really Matter? Indicators of College Student Success and Satisfaction (2013, result): “…measures of critical thinking, moral development, general learning, and personal well-being, our initial examination of NSSE benchmarks with students at the institution in this study found unacceptably low factor loadings, a finding consistent with LaNasa et al. (2007) and Gordon et al. (2008).”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, unknown): “The engagement scales developed by NSSE are ‘‘essentially unweighted indices of items’’ created ‘‘partially [through] an empirically derived grouping of survey items’’ but also partially through ‘‘an intuitive understanding’’ of ‘‘student development theory’’ (Gordon et al. 2008, p. 20).”
The Construct Validity of Student Engagement: A Confirmatory Factor Analysis Approach (2009, background): “This study’s factor decomposition was fairly consistent with other recent research using NSSE data that identifies the need to further isolate components beyond the five benchmarks (i.e., Pascarella et al. 2006; Gordon et al. 2008; LaNasa et al. 2007a).”
How Sound Is NSSE?: Investigating the Psychometric Properties of NSSE at a Public, Research-Extensive Institution (2011, methodology): “On the other hand, our results are consistent with those reported by Gordon, Ludlum, and Hoey (2008) and LaNasa, Cabrera, and Tangsrud (2009).”
Framing student engagement in higher education (2013, background): “Other single institution studies (e.g. Gordon, Ludlum, and Hoey 2008) have found at best only modest contributions of NSSE benchmarks to explaining student outcomes, with Korzekwa (2007, 45) concluding ‘there is little evidence for predictive validity’.”