Triumph or Tragedy: Comparing Student Engagement Levels of Members of Greek-Letter Organizations and Other Students.

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Online learning in higher education: exploring advantages and disadvantages for engagement (2018, background): “…studies looking at self-reports of students in higher education suggest that self-reports and actual abilities are positively related (Anaya 1999; Hayek et al. 2002; Pike 1995) and social desirability bias does not play a major role in student responses for surveys of basic cognitive and…”
What Matters to Student Success: A Review of the Literature (2006, background): “Students who belong to Greek-letter organizations are generally as or more engaged than other students in educationally effective practices (Hayek et al. 2002).”
Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, unknown): “…success (Hood, Craig, & Ferguson, 1992; Pascarella, Bohr, & Terenzini, 1995; Pascarella et al., 1999; Pike, 2003; Umbach, Palmer, Kuh, & Hannah, 2006), or to have little to no effect (Braddock, 1981; Hanks & Eckland, 1976; Hayek et al., 2002; Pascarella, Flowers, & Whitt, 2001; Pike, 2000).”
Developing a measure of interdisciplinary competence (2012, background): “…the respondents think the questions merit a serious and thoughtful response; and 5) answering the questions does not threaten, embar-rass, or violate the privacy of the respondent or encourage the respondent to answer in socially desirable rather than in truthful ways (as summarized by [49, 50]).”