Predicting college student success college engagement and perceived English language proficiency

Date

2015-01-01

Author

Çapa Aydın, Yeşim
GÜNERİ, OYA
Barutçu Yıldırım, Kadriye Funda
Çağ, Pınar

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of the present study was to test a model predicting student gains and academic success (GPA) through perceived English language proficiency and student engagement. The participants of the study were 1109 college students enrolled in a large state university in Turkey where medium of instruction is English. Structural Equation Modeling was used to analyze the data gathered through a web-based survey instrument. Findings indicated that, engagement with the instructors, peers and campus events and perceived English proficiency were positively associated with academic gains. While engagement with the instructors, peers, academic tasks, and campus events were positively related to personal gains; engagement in campus events was also positively associated with social-cultural gains. Finally, engagement with the peers, campus events, and academic tasks, and perceived English proficiency appeared as significant predictors of GPA. In conclusion, for the both variables of academic gains and academic achievement, students' engagement with the peers, campus events and perceived English proficiency level were appeared as common significant predictors. Engagement with campus events was also a significant predictor of all outcome variables.

Subject Keywords

Academic success, Student engagement, Student gains, Structural equation modeling, College students

URI

https://hdl.handle.net/11511/54123

Collections

Department of Educational Sciences, Article