Table 3.
HLM results predicting students’ academic engagement
| Coef. | SE | Sig. | |
|---|---|---|---|
| Course-level variables | |||
| Faculty course goal: Use technology to effectively engage students | 0.03 | 0.02 | |
| Faculty agreement: In my classroom, there is no such thing as a question that is too elementary | 0.05 | 0.02 | * |
| Faculty agreement: I feel it is primarily up to students whether they succeed in this course | −0.04 | 0.02 | * |
| Faculty agreement: There is not enough time available to give every student individualized attention | −0.03 | 0.01 | * |
| Tenure status: Tenured (reference group: not on tenure track) | 0.09 | 0.04 | * |
| Tenure status: Not tenured, on tenure track (reference group: not on tenure track) | 0.10 | 0.06 | |
| Student characteristics and pre-college variables | |||
| Sex: Female | −0.03 | 0.02 | |
| Race: White (reference group: non-White) | 0.02 | 0.03 | |
| SAT composite score | 0.01 | 0.01 | |
| HS biology grade | −0.04 | 0.03 | |
| HS chemistry grade | 0.05 | 0.02 | * |
| Earned college math credits in high school | 0.05 | 0.03 | |
| Freshman (reference group: non freshman) | 0.11 | 0.03 | *** |
| Degree aspiration: Medical doctorate (reference group: all other aspirations) | 0.05 | 0.02 | * |
| Frequency: Asked a teacher for advice or help outside of class in HS | 0.13 | 0.02 | *** |
| Students’ self-rated abilities | |||
| Communication skills | 0.05 | 0.02 | * |
| Initiative-taking | 0.05 | 0.02 | * |
| Ability to know when and whom to ask for help | 0.06 | 0.02 | *** |
| Competitiveness | 0.04 | 0.01 | ** |
| Course-related experiences | |||
| Agreement: Faculty gave students written feedback on their performance or progress in the course | 0.05 | 0.02 | *** |
| Frequency: Sought tutoring from a campus office or program | 0.19 | 0.01 | *** |
| Frequency: Sought a professional (off-campus) tutor | 0.23 | 0.01 | *** |
| Frequency: Attended supplemental instruction sessions | 0.05 | 0.01 | *** |
| Emotional academic engagement | |||
| Frequency: Felt excited about learning new concepts | 0.08 | 0.01 | *** |
| Frequency: Felt collaboration among other students in this course | 0.09 | 0.01 | * |
| Agreement: Felt my hard work was reflected in my grades | −0.05 | 0.02 | * |
| Agreement: I was motivated to try hard on course assignments and exams | 0.07 | 0.02 | *** |
| Faculty pedagogy | |||
| Proportion of class time devoted to lecture | −0.04 | 0.01 | *** |
| Proportion of class time devoted to class discussion | 0.02 | 0.01 | * |
| Proportion of class time devoted to group work | 0.04 | 0.01 | ** |
| Classroom climate | |||
| Agreement: Felt comfortable asking questions in class | 0.22 | 0.02 | *** |
| Faculty agreement: In my classroom, there is no such thing as a question that is too elementary | 0.06 | 0.03 | * |
| Faculty agreement: There is not enough time available to give every student individualized attention | −0.06 | 0.02 | * |
| Agreement: I received feedback that helped me learn and improve | 0.07 | 0.02 | *** |
| Model statistics | |||
| Level-1 variance explained | 0.56 | ||
| Level-2 variance explained | 0.96 | ||
| Overall variance explained | 0.55 | ||
* p < 0.05; ** p < 0.01; *** p < 0.001