Date of Award
2021
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Research Methods and Information Science, Research Methods and Statistics
First Advisor
Duan Zhang
Second Advisor
Mark Engberg
Third Advisor
Denis Dumas
Fourth Advisor
Yun-Bo Yi
Keywords
Education, Evaluation, Tests
Abstract
This dissertation tested the effect of academic engagement and social engagement on developing soft professional skills for low-income, high-achieving students in higher education. Using the publicly available data of GMS scholarship, the analysis was consisted of EFA and SEM. The general effect model gave a general idea about the tested population, whereas the conditional model highlighted the groups' specific significance. Low-income, high-achieving students continued their academic and social engagement growth during their school years. Academic engagement positively enhanced students' soft professional skills for students who did not receive the GMS scholarship, students from educated and uneducated parents, Asian and Hispanic students. Those who received the GMS scholarship and African Americans' academic engagement did not affect their soft professional skills development. The social engagement did not relate to soft professional skills by any means in the data. Challenges in the first year of college negated the effect of social and academic support on developing soft professional skills for students with GMS scholarship and whose parents are less educated. Limitations of the study have been emphasized, and suggestions for future research were provided.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Nasser Alresaini
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
259 pgs
Recommended Citation
Alresaini, Nasser, "Engagement and Development of Professional Skills Among Low-Income, High-Achieving Students: A Structural Equation Model" (2021). Electronic Theses and Dissertations. 1884.
https://digitalcommons.du.edu/etd/1884
Copyright date
2021
Discipline
Education, Educational evaluation, Educational tests and measurements
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons, Other Education Commons