Analysis of Student Engagement Factors That Contribute to Self-Reported GPA: a Quantitative Study Using the Four NSSE Themes

Abstract

Electronic Thesis or DissertationStudent engagement is a commonly researched topic with most researchers determining student engagement leads to higher academic achievement (Astin, 1984; Kuh, 2009b). This study sought to determine if students' perceptions of their GPA were directly related to their level of engagement. Secondary data was used from the National Survey of Student Engagement (NSSE). This study used the framework of Astin's I-E-O student engagement model (1993). This study used the four NSSE defined engagement themes; Academic Challenge, Learning with Peers, Experiences with Faculty, and Campus Environment as well as the student's self-reported GPA. The sample for this study included students who participated in the spring 2018 NSSE. Only students who identified as a first-year student attending a four-year public university and answered all questions on the survey were included in the data set.The results of this study revealed that the four engagement themes were positively correlated with each other. As one area of engagement increased, the other areas also increased. This study also revealed that while there is a significant predictive model between engagement and self-reported GPA, the model only addresses a small portion of the variability. Based on demographic data, first-generation college students had the most predictive model, suggesting engagement plays a larger role in their perception of academic achievement