Undergraduate Financial Stress, Financial Self-Efficacy, and Major Choice: A Multi-Institutional Study

Over time, undergraduates students been increasingly forced to assume a greater portion of college costs. For most students, this means borrowing larger sums and cutting back on expenses to fulfill their college dreams, which often leads to financial stress. Using financial self-efficacy theory, we sought to better understand how a lack of financial confidence and a diminished sense of financial well-being may serve to undermine students’ intended short and long-term goals. To this end, we examined the predictors of financial stress based upon a multi-institutional sample of senior undergraduates and focus on the role of the earnings potential of different majors

Information Literacy’s Influence on Undergraduates’ Learning and Development: Results from a Large Multi-institutional Study

This paper investigated the reliability and validity of the National Survey of Student Engagement’s Experiences with Information Literacy module, an assessment instrument developed in collaboration with a group of instructional librarians. After identifying three information literacy–related factors in the module, it assessed the relationship between the factors and students’ engagement in Higher-Order Learning and Reflective and Integrative Learning activities and students’ perceived gains. The results from these analyses indicated that information literacy activities were positively and significantly correlated with student engagement and students’ perceived gains

Is a HIP Always a HIP? The Case of Learning Communities

With the increasing adoption of learning communities, it is imperative to document their effectiveness. Using a large, longitudinal, multi-institutional dataset, we found that linked-learning communities positively impact students’ engagement and perceived gains. We also found that the estimated effect of learning communities varies widely across institutions on various measures. Some learning communities are very beneficial, while others have a negligible impact on students

Who Do Students Trust? An Exploratory Analysis of Undergraduates' Social Trust

Presented at the 2020 annual meeting of the Association for the Study of Higher EducationTrust is a necessary precondition for social cohesion, and by extension, institutional cohesion. However, there is minimal understanding as to what trust looks like among undergraduates attending college. This study documents the trust investments of 8,351 college students currently enrolled at 29 U.S. colleges and universities to document how trust levels may vary for different groups of students and across different geographies. To capture these trends in overall trust, we relied upon data derived from a supplement of the 2020 administration of the National Survey of Student Engagement (NSSE). An analysis of trust self-assessments indicates a diverse and seemingly nuanced trust landscape on our nation's colleges and universities. In particular, we found disparate levels of trust across racial/ethnic lines and disability status, indicating that institutions need to recapture important yet historically marginalized constituencies' trust

How Does Perseverance of Effort Influence the University Outcomes of Historically Underrepresented Students?

L. van Zyl, C. Olckers, & L. van Der Vaart (Eds.) Perspectives on Grit: Contemporary Theories, Assessments, Applications and Critiques.Grit has become a popular concept in the education field and is characterised by consistency of interest and perseverance of effort. This study focuses on one dimension of grit, perseverance of effort, to examine if it has compensatory effects for historically underrepresented students. Using a large, diverse sample of undergraduates, the results indicate that perseverance of effort has a stronger relationship with some process indicators of student learning than for traditional students. Additionally, we did not observe any stronger relationships for traditional students relative to non-traditional populations. Consequently, the results suggest that perseverance of effort can have compensatory effects that can help historically underrepresented students overcome obstacles to student success

The Relationship Between Residential Learning Communities and Student Engagement

Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, many have argued RLCs are an effective means for increasing student success. Yet substantial changes in the defining characteristics of campus housing and student diversity have led to new questions about the impact of living on campus and the benefits of RLCs in particular. Consequently, we investigated the continued efficacy of RLCs as an effective educational practice. Using data from a diverse, multi-institution sample of first-year and sophomore students, this study provides insight into the relationships between RLC participation, student engagement, and perceived gains in learning

NSSE & Coronavirus 2020: Preliminary Analysis Results and Recommendations

A PDF copy of the PowerPoint presentation

Student Living Arrangements: An Exploration of Marginalized Identities

While past research found on-campus living to benefit student success, recent studies find mixed support, particularly for marginalized groups. This study focuses on first-year and sophomore students of color, LGBQ+ students, gender non-binary students, and students with disabilities, analyzing where they live as related to a variety of outcomes. Data come from 76 residential colleges and universities that participated in NSSE during 2018. Results show differences in where students report living and students’ engagement and perceptions of belongingness and safety in their living communities.This research was funded by the ACUHO-I Research and Educational Foundation

Promoting Democratic Engagement During College: Looking Beyond Service-Learning

Preparing students to be engaged participants in our democratic society has long been an important college outcome. Over the past few decades, postsecondary institutions have primarily attempted to improve civic outcomes by integrating service activities into their curricula. While research on the effects of service-learning are plentiful, research on how other educationally beneficial activities influence democratic outcomes is scarce. In this study, we find that service-learning may not be the only means for promoting democratic outcomes because other high impact practices, most prominently learning communities, have greater or equivalent relationship to two dimensions of democratic engagement