(Re)Measuring Community College Student Engagement: Testing a Seven-Factor CCSSE Model

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2020-07-02 DOI:10.1177/0091552120936345

Kyle McCarrell, Benjamin S. Selznick

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引用次数: 4

Abstract

Objective: Despite the popularity of the Community College Survey of Student Engagement (CCSSE), this instrument has been criticized regarding its development, theoretical basis, validity, and connection to practice. In light of these concerns, this article reframes the survey by employing Chickering and Gamson’s seven principles, one of the survey’s original theoretical frameworks. A robust discussion of the new measure and its implications for research and practice is presented. Method: Chickering and Gamson’s theory was used to motivate, create, and evaluate a seven-factor model using items from the CCSSE. Drawing on responses from two community colleges (N = 1,076), a confirmatory factor analysis (CFA) was used to test this model. Results: Findings provide support for a seven-factor model with high model fit and moderate-to-strong factor reliability. Contributions: This study offers a valid alternative approach to considering CCSSE data that may influence future work in the area of community college student engagement. We also consider how institutional research practitioners and other stakeholders can leverage study insights to promote student success across community college contexts.

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(二)衡量社区大学生参与:一个七因素CCSSE模型的检验

目的：尽管社区大学学生参与度调查（CCSSE）很受欢迎，但该工具在发展、理论基础、有效性和与实践的联系方面受到了批评。鉴于这些问题，本文采用Chickering和Gamson的七项原则对调查进行了重新定义，这是调查的原始理论框架之一。对新措施及其对研究和实践的影响进行了有力的讨论。方法：采用Chickering和Gamson理论，利用CCSSE中的项目，对七因素模型进行激励、创建和评估。根据两所社区学院（N=1076）的回答，采用验证性因素分析（CFA）对该模型进行了检验。结果：研究结果为具有高模型拟合度和中到强因子可靠性的七因子模型提供了支持。贡献：这项研究为考虑CCSSE数据提供了一种有效的替代方法，这些数据可能会影响社区大学生参与领域的未来工作。我们还考虑了机构研究从业者和其他利益相关者如何利用研究见解，在社区大学背景下促进学生的成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.