ABSTRACT

A growing body of research has shown the positive relationship between student engagement and cognitive skills development among Latinx undergraduates at more selective institutions. However, despite the large proportion of Latinx transfer students at four-year institutions, they are relatively ignored in higher education literature. Using data from the 2012 NSSE, this study examined the effects of engagement on cognitive skills development among Latinx transfer students at more selective institutions compared to their Latinx non-transfer peers. Results showed Latinx transfer students were overall less engaged than their native peers. Hierarchical multiple regression analyses also indicated some notable differences. Specifically, student-faculty interaction positively predicted cognitive skills development for Latinx transfer students but not their native peers. Findings of this study demonstrate unique patterns of engagement and unique benefits associated with engagement for Latinx transfer students at more selective institutions, underscoring the importance of disaggregating data by transfer status among Latinx students.

摘要

越来越多的研究表明，在更具选择性的院校中，拉丁裔本科生的学生参与度与认知技能发展之间存在正相关关系。然而，尽管四年制院校的拉丁裔转学生比例很高，但他们在高等教育文献中相对被忽视。这项研究利用 2012 年 NSSE 的数据，研究了与拉丁裔非转学同龄人相比，在更具选择性的院校中，拉丁裔转学生的参与度对认知技能发展的影响。结果显示，拉丁裔转学生的参与度总体低于本国同龄人。分层多元回归分析也表明了一些显着差异。具体来说，师生互动可以积极预测拉丁裔转学生的认知技能发展，但不能预测他们的本地同龄人。这项研究的结果表明，拉丁裔转学生在更具选择性的机构中参与的独特模式和与参与相关的独特好处，强调了按拉丁裔学生转学状况分类数据的重要性。