The Influence of Undergraduate Students' Engagement Practices and Their Institutional Environment on Academic Achievement

被引：3

作者：

Melius, Janella ^{[1
]}

机构：

[1] Winston Salem State Univ, Dept Behav Sci & Social Work, 108 Coltrane Hall,601 Martin Luther King Jr Dr, Winston Salem, NC 27110 USA

来源：

JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT | 2011年 / 21卷 / 06期

关键词：

Student engagement practices; institutional environment; academic achievement; historically Black institution; African Americans;

D O I：

10.1080/10911359.2011.583494

中图分类号：

C916 [社会工作、社会管理、社会规划];

学科分类号：

1204 ;

摘要：

This study examines relationships between students' demographic characteristics, campus engagement practices, institutional support, and grade point average (GPA) utilizing a social-ecological analytic framework. The study sample consisted of 355 freshmen and 315 seniors attending a historically Black institution (HBI). Engagement practices and institutional support were assessed using the National Survey of Student Engagement. Findings revealed significant associations between class status, mother's education, and GPA, but demographic factors, institutional support, and engagement practices did not predict academic achievement at the selected HBI. Parents' education was positively associated with students' extracurricular involvement. Practice and policy implications are discussed for social work professionals working in college settings.

引用

页码：606 / 624

页数：19

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