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Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

机译：学生参与度是课堂体验的主要因素：与大学实践课程中的学生实践和教育成果相关联

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The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a significant effect on perceived learning and course grades. A significant indirect relationship of seating and active learning strategies on learning and course grade as mediated by student engagement was found. Support for the general aspect of student classroom experience was interpreted with flow theory and suggested the need for additional research. Findings also suggested that active learning strategies are associated with positive learning outcomes even in educational environments where possibilities for action are relatively constrained.
机译：这项研究的目的是评估一种模型，该模型考虑美国东海岸一所大型大学的本科财务会计入门课程中学生经验的一般和特定因素。具体而言，该研究评估了一种双因素分析策略，包括学生课堂经验的一般因素，概念化为基于流动理论的学生参与度以及代表特定体验维度的因素。该研究进一步评估了这些一般和特定因素与学生课堂实践和教育成果之间的关联。两个样本的本科财务会计课程的学生样本（N = 407）参加了经验抽样方法（ESM），用于测量整个一学期课程的学生的课堂实践，感知，参与度和感知学习。还收集了课程成绩信息。结果表明，两级双因素模型比两个传统（即非双因素）模型更​​适合数据，并且还避免了传统模型的显着多重共线性。除了学生参与度（一般因素）外，在学生内部的双因素模型中课堂体验的具体方面包括内在动机，学术强度，显着性和课堂自尊。在学生之间，具体方面包括工作导向，学习导向，课堂自尊和脱离接触。多层次结构方程模型（MSEM）表明，坐在教室的前面（与后面的坐在相比），做笔记，积极倾听和在上课期间解决问题对学生内部参与度的变化产生积极影响和关注。参与反过来可以预测感知的学习。关于学生之间的影响，坐在前排座位上的倾向对学生的敬业度有重要影响，而这反过来对感知的学习和课程成绩也有重大影响。研究发现，就座和积极学习策略与学习和课程成绩之间存在显着的间接关系，这与学生的参与度有关。流动理论解释了对学生课堂经验的一般方面的支持，并建议需要进一步的研究。研究结果还表明，即使在相对可能采取行动的教育环境中，积极的学习策略也会与积极的学习成果相关联。

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