The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation
The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation
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转学生身份、学生参与度和高影响力实践参与之间的关系
DOI：
10.1177/0091552118781495
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发表时间：
2018
影响因子：
1.3
通讯作者：
Amber D. Dumford
中科院分区：
文献类型：
--
作者：
John Zilvinskis;Amber D. Dumford
目的：基于高等教育中越来越多的转校生，以及对转校生不像同龄人那样参与的担忧，特别是在参与高影响实践（HIPs）方面，本研究提出了这样一个问题：“转校生状态、学生参与度和HIP参与之间是否存在显著的直接或间接关系？”方法：本研究采用一般潜变量模型探讨社区学院转校生身份、学生参与度和参与HIPs之间的关系。使用2014年全国学生参与调查管理部门的数据，对22,994名高年级学生的反馈进行了调查，以衡量转学状态（与非转学学生相比，从2年制大学转学到4年制大学的学生）、学生参与（协作学习、师生互动和支持性校园环境）和HIP参与（学习社区、服务学习、与教师一起研究、实习、学习和学习）之间的关系。出国留学，并最终获得高级经验)。结果：虽然每个学生参与指标都显著调节了转学生的HIP参与，但只有师生互动的影响是显著的。贡献：本研究的结果表明了教师在倡导和支持转学生方面的重要性，同时提出了关于这些学生在多大程度上需要额外的机构支持才能在4年的背景下认可HIPs的问题。本文讨论了如何提高转校生之间的师生互动，以增加HIP的参与。
Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.