Browsing by Author "Gorrall, Britt K."

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Application of latent variable modeling to evaluate engagement and institutional commitment of military-affiliated students in higher education
(2018-04) Gorrall, Britt K.; Little, Todd D.; Lee, Jaehoon; Beruvides, Mario G.; Laverie, Debra A.
Higher education institutions recognize the challenges faced by military-affiliated students, and increased their efforts to support this diverse student population. However, limited quantitative research exist evaluating the longitudinal trajectory of engagement and institutional commitment of military-affiliated students enrolled in higher education. The present study utilized latent variable modeling to evaluate engagement and institutional commitment of military-affiliated students compared to their non-military peers. A customer relationship management (CRM) framework was implemented to conceptualize student engagement as a multidimensional higher-order latent construct. Innovative measurement techniques were used to capture longitudinal data (end of spring 2017 semester, fall 2017 semester) from 527 (MA = 293, NM = 234) higher education students in one measurement occasion. Modern approaches to psychometrics were used to validate the reliability and stability of the student engagement construct across time and multiple groups. Longitudinal panel model analysis evaluated the direct and cross-lagged paths of student engagement and institutional commitment. The results revealed the applicability of CRM to capture the context-dependent multidimensionality of student engagement. The direct effects of student engagement and institutional commitment were statistically significant. Military-affiliated students displayed stronger direct effects in the context of faculty and academic engagement. No significant differences were found between student groups in the context of campus life engagement. Study results indicate military-affiliated students are engaged in their educational pursuits and felt supported at their respective higher education institution.
From quality to outcomes: a national study of afterschool STEM programming
(2019) Allen, Patricia J.; Chang, Rong; Gorrall, Britt K.; Waggenspack, Luke; Fukuda, Eriko; Little, Todd D.; Noam, Gil G.
Background State afterschool networks across the US are engaged in system-building efforts to improve the quality of science, technology, engineering, and math (STEM)-focused afterschool programming. This study examined national trends in STEM program quality, youth outcomes, and the connections between these two data sources. Methods: One thousand five hundred ninety-nine youths (grades 4–12) enrolled in 158 STEM-focused afterschool programs across 11 state networks completed a retrospective self-assessment measuring STEM attitudes and social-emotional learning (SEL)/twenty-first-century skills. Two hundred fifty standardized observations of STEM activities were performed to measure STEM program quality. Results: (1) Most youth (65–85%) reported increases in STEM engagement, identity, career interest, career knowledge, relationships, critical thinking, and perseverance, with the largest gains reported by those engaging with STEM activities for 4 weeks or more; (2) there were significant, strong correlations between STEM and SEL/twenty-first-century outcomes reported by youth; and (3) youth participating in higher-quality STEM programming reported more growth than peers participating in lower-quality programs. Conclusion: This effort demonstrates how investments in STEM program quality yield high returns for programs and youth and how collaborations between research and practice can track successes and challenges, determine investments in program management, and expand advocacy and policy efforts. Additionally, this study supports a growing body of literature that suggests a synergy between youth development and STEM learning approaches that can improve outcomes for youth.