What Good is Engagement? Predicting Academic Performance and College Satisfaction from Personality, Social Support, and Student Engagement

This dissertation identifies variables that predict academic performance and university satisfaction among 146 undergraduate students at Washington University tested during their first semester of freshman year and later as sophomores or juniors. Hierarchical regression analysis reveals that, after controlling for SAT scores, freshman levels of conscientiousness and upperclass Academic Engagement predict higher GPA. Freshman levels of life satisfaction, Co-curricular Engagement, and low regret, and upperclass levels of happiness, social support, and low regret predict university satisfaction. A quantifiable model of Student Engagement is also offered. Further, results demonstrate that, over the college years, personality and student engagement change over time. Implications for strengthening academic performance and increasing student satisfaction are discussed.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2011

Author dc:creator

• Bono, Timothy

Contributors dc:contributor

• Randy Larsen

• Psychology
• Personality Psychology
• Academic Performance
• College Satisfaction
• College Student Development
• Personality
• Social Support
• Student Engagement

Language dc:language

English (en)

DOI

https://doi.org/10.7936/K73776VX

OAI identifier oai:identifier

oai:openscholarship.wustl.edu:etd-1038