可塑和不可变的学生特征:入学简介和校园经历

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2019-12-03 DOI:10.5325/jasseinsteffe.8.1-2.0022

Michael Ben-Avie, Brian D. Darrow

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引用次数: 2

摘要

我们的学生成功预测模型提供的证据表明，学生的入学档案并不能决定他们的命运。我们发现，他们在入学后的学习和发展经历在预测坚持、学业成就和毕业方面要重要得多。与不可变的学生人口特征相反，我们发现学生的可塑特征(如学习习惯、归属感和未来取向)预测了学生的成功。关注学生的发展并不会影响他们的学习。事实上，促进学生的最高水平发展似乎是帮助他们达到高学业目标的原因。关键词:预测建模，学生成功，纵向，队列研究，可延展性，学习与发展

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Malleable and Immutable Student Characteristics: Incoming Profiles and Experiences on Campus

abstract:Our predictive models of student success provide evidence that students' incoming profiles do not define their destiny. We have found that the learning and developmental experiences that they have after enrollment are far more important in predicting persistence, academic achievement, and graduation. In contrast to immutable student demographic characteristics, we have found that malleable characteristics among students (such as academic habits of mind, sense of belonging, and future orientation) predict student success. Paying attention to students' development does not detract from their learning. In fact, promoting the highest levels of development among students seems to be what helps them reach high academic goals. Keywords: predictive modeling, student success, longitudinal, cohort study, malleable characteristics, learning and development

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来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.