Testing the relationship between out-of-class student engagement and student learning outcomes: the case of business students in Vietnam

Ab Hamid, M., Sami, W. and Sidek, M.M. (2017), “Discriminant validity assessment: use of Fornell & Larcker criterion versus HTMT criterion”, Journal of Physics: Conference Series, Vol. 890, 012163. Alarcón, D., Sánchez, J.A. and De Olavide, U. (2015), “Assessing convergent and discriminant validity in the ADHD-R IV rating scale: user-written commands for Average Variance Extracted (AVE), Composite Reliability (CR), and Heterotrait-Monotrait ratio of correlations (HTMT)”, in Spanish STATA meeting, Universidad Pablo de Olavide. Antonio, A.L., Chang, M.J., Hakuta, K., Kenny, D.A., Levin, S. and Milem, J.F. (2004), “Effects of racial diversity on complex thinking in college students”, Psychological Science, Vol. 15 No. 8, pp. 507 - 510. Appleton, J.J., Christenson, S.L. and Furlong, M.J. (2008), “Student engagement with school: critical conceptual and methodological issues of the construct”, Psychology in the Schools, Vol. 45 No. 5, pp. 369 - 386. Appleton, J.J., Christenson, S.L., Kim, D. and Reschly, A.L. (2006), “Measuring cognitive and psychological engagement: validation of the student engagement instrument”, Journal of School Psychology, Vol. 44 No. 5, pp. 427 - 445. Astin, A.W. (1984), “Student involvement: a development theory for higher education”, Journal of College Student Development, Vol. 40 No. 5, pp. 518 - 529. Audas, R. and Willms, J.D. (2001), Engagement and dropping out of school: a life-course perspective, Citeseer. Bandara, W., Indulska, M., Chong, S. and Sadiq, S. (2007), “Major issues in business process management: an expert perspective”, in Proceedings of the 15th European Conference on Information Systems, University of St Gallen, Switzerland. Bandura, A. (1986), “The explanatory and predictive scope of self-efficacy theory”, Journal of Social and Clinical Psychology, Vol. 4 No. 3, pp. 359 - 373. Bandura, A. and Walters, R.H. (1977), Social learning theory, Englewood cliffs Prentice Hall. Boone, L.E., Kurtz, D.L. and Berston, S. (2019), Contemporary business, John Wiley & Sons. Brooks, R., Brooks, S. and Goldstein, S. (2012), “The power of mindsets: nurturing engagement, motivation, and resilience in students”, in Handbook of Research on Student Engagement, Springer, pp. 541 - 562. Bryson, C. (2010), “Enhancing student integration and success through a holistic engagement approach”, in Retention Convention: What works? Student Retention and Success Conference, Leeds, 3-4 March. Burch, G.F., Heller, N.A., Burch, J.J., Freed, R. and Steed, S.A. (2015), “Student engagement: developing a conceptual framework and survey instrument”, Journal of Education for Business, Vol. 90 No. 4, pp. 224 - 229. Carini, R.M., Kuh, G.D. and Klein, S.P. (2006), “Student engagement and student learning: testing the linkages”, Research in higher education, Vol. 47 No. 1, pp. 1 - 32. Carter, R. (1985), “A taxonomy of objectives for professional education”, Studies in Higher Education, Vol. 10 No. 2, pp. 135 - 149. Chickering, A.W. and Gamson, Z.F. (1987), “Seven principles for good practice in undergraduate education”, AAHE Bulletin, Vol. 3, pp. 1 - 7. Christenson, S.L., Reschly, A.L., Appleton, J.J., Berman, S., Spanjers, D. and Varro, P. (2008), “Best practices in fostering student engagement”, in Best Practices in School Psychology, National Association of School Psychologists, pp. 1099 - 1120. Christenson, S.L., Reschly, A.L. and Wylie, C. (2012), Handbook of Research on Student Engagement, Springer Science & Business Media. Coates, H. (2010), “Development of the Australasian survey of student engagement (AUSSE)”, Higher Education, Vol. 60 No. 1, pp. 1 - 17. Connell, J.P. and Wellborn, J.G. (1991), “Competence, autonomy, and relatedness: a motivational analysis of self-system processes”, in Gunnar, M.R. and Sroufe, L.A. (Eds), The Minnesota Symposia on Child Psychology, Hillsdale, NJ, US: Lawrence Erlbaum Associates Inc., pp. 43 - 77. Crick, R.D. (2012), “Deep engagement as a complex system: identity, learning power and authentic enquiry”, in Handbook of Research on Student Engagement, Springer, pp. 675 - 694. Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991), “Motivation and education: the selfdetermination perspective”, Educational Psychologist, Vol. 26 No. 3-4, pp. 325 - 346. Deci, E.L. and Ryan, R.M. (2000), “The “what” and “why” of goal pursuits: human needs and the selfdetermination of behavior”, Psychological Inquiry, Vol. 11 No. 4, pp. 227 - 268. Deci, E.L. and Ryan, R.M. (2012), “Self-determination theory”, in Van Lange, P.A.M., Kruglanski, A.W. and Higgins, E.T. (Eds), Handbook of Theories of Social Psychology, Thousand Oaks, CA: Sage, pp. 416 - 437. Díaz-Iso, A., Eizaguirre, A. and García-Olalla, A. (2019), “Extracurricular activities in higher education and the promotion of reflective learning for sustainability”, Sustainability, Vol. 11 No. 17, 4521. Duque, L.C. and Weeks, J.R. (2010), “Towards a model and methodology for assessing student learning outcomes and satisfaction”, Quality Assurance in Education, Vol. 18 No. 2, pp. 84 - 105. Eccles, J. and Wang, M. (2012), “So what is student engagement anyway: commentary on Section I”, in Christenson, S.L., Reschly, A.L. and Wylie, C. (Eds), Handbook of Research on Student Engagement, New York, NY: Springer, pp. 133 - 145. Finn, J.D. (1989), “Withdrawing from school”, Review of Educational Research, Vol. 59 No. 2, pp. 117 - 142. Finn, J.D. (1993), “School engagement & students at Risk”, Report for National Center for Educational Statistics. Finn, J.D. and Voelkl, K.E. (1993), “School characteristics related to student engagement”, The Journal of Negro Education, Vol. 62 No. 3, pp. 249 - 268. Fokkema, M. and Greiff, S. (2017), How performing PCA and CFA on the same data equals trouble, Hogrefe Publishing. Fornell, C. and Larcker, D.F. (1981), “Evaluating structural equation models with unobservable variables and measurement error”, Journal of Marketing Research, Vol. 18 No. 1, pp. 39 - 50. Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004), “School engagement: potential of the concept, state of the evidence”, Review of Educational Research, Vol. 74 No. 1, pp. 59 - 109. Fredricks, J.A., Blumenfeld, P., Friedel, J. and Paris, A. (2005), “School engagement”, in What Do Children Need to Flourish?, Springer, pp. 305 - 321. Fredricks, J.A. and McColskey, W. (2012), “The measurement of student engagement: a comparative analysis of various methods and student self-report instruments”, in Handbook of Research on Student Engagement, Springer, pp. 763 - 782. Frye, R. (1999), ”Assessment, accountability, and student learning outcomes”, Office of Institutional Effectiveness Report. Fullarton, S. (2002), “Student engagement with school: individual and school-level influences”, LSAY Research Report. Furlong, M.J., Whipple, A.D., Jean, G.S., Simental, J., Soliz, A. and Punthuna, S. (2003), “Multiple contexts of school engagement: moving toward a unifying framework for educational research and practice”, The California School Psychologist, Vol. 8 No. 1, pp. 99 - 113. Gaskin, J. (2017), “SmartPLS 3 Factor Analysis”, Available at https://www.youtube.com/watch?v=J_ etGiwbOoM&t=701s (Accessed 10 May, 2021). Ghori, S. (2016), Deconstructing concepts of student satisfaction, engagement and participation in UK higher education, Oxford Brookes University. Glanville, J.L. and Wildhagen, T. (2007), “The measurement of school engagement: assessing dimensionality and measurement invariance across race and ethnicity”, Educational and Psychological Measurement, Vol. 67 No. 6, pp. 1019 - 1041. Gunuc, S. and Kuzu, A. (2015), “Student engagement scale: development, reliability and validity”, Assessment & Evaluation in Higher Education, Vol. 40 No. 4, pp. 587 - 610. Hair, J., Hollingsworth, C.L., Randolph, A.B. and Chong, A.Y.L. (2017), “An updated and expanded assessment of PLS-SEM in information systems research”, Industrial Management & Data Systems, Vol. 117 No. 3, pp. 442 - 458. Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2009), Multivariate data analysis, 7th edition, Pearson. Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2018), Multivariate data analysis, 8th edition, Cengage Learning, EMEA. Hair, J.F., Ringle, C.M. and Sarstedt, M. (2011), “PLS-SEM: indeed a silver bullet”, Journal of Marketing Theory and Practice, Vol. 19 No. 2, pp. 139 - 152. Hair Jr, J.F., Hult, G.T.M., Ringle, C. and Sarstedt, M. (2016), A primer on partial least squares structural equation modeling (PLS-SEM), Sage publications. Hausmann, L.R., Schofield, J.W. and Woods, R.L. (2007), “Sense of belonging as a predictor of intentions to persist among African American and white first-year college students”, Research in Higher Education, Vol. 48 No. 7, pp. 803 - 839. Henseler, J., Ringle, C.M. and Sarstedt, M. (2015), “A new criterion for assessing discriminant validity in variance-based structural equation modeling”, Journal of the Academy of Marketing Science, Vol. 43 No. 1, pp. 115 - 135. Henseler, J., Ringle, C.M. and Sinkovics, R.R. (2009), “The use of partial least squares path modeling in international marketing”, in New Challenges to International Marketing, Emerald Group Publishing Limited, pp. 277 - 319. Henseler, J. and Sarstedt, M. (2013), “Goodness-of-fit indices for partial least squares path modeling”, Computational Statistics, Vol. 28 No. 2, pp. 565 - 580. Hinkin, T.R., Tracey, J.B. and Enz, C.A. (1997), “Scale construction: developing reliable and valid measurement instruments”, Journal of Hospitality & Tourism Research, Vol. 21 No. 1, pp. 100 - 120. Holland, A. and Andre, T. (1987), “Participation in extracurricular activities in secondary school: what is known, what needs to be known?”, Review of Educational Research, Vol. 57 No. 4, pp. 437 - 466. Hu, L.T. and Bentler, P.M. (1999), “Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives”, Structural Equation Modeling: A Multidisciplinary Journal, Vol. 6 No. 1, pp. 1 - 55. Huy, N.H.D. (2015), “Hoat dong hoc tap cua sinh vien duoi goc do tiep can su gan ket cua sinh vien vao gio hoc tren lop”, Ban tron Giao duc, Available at http://vncsp.hnue.edu.vn/ban-tron-giaoduc/article/215.aspx (Accessed 12 May, 2017). Institute of Medicine. (2003), Engaging schools: Fostering high school students’ motivation to learn, Washington, DC: National Academies Press. Jang, H., Kim, E.J. and Reeve, J. (2016), “Why students become more engaged or more disengaged during the semester: a self-determination theory dual-process model”, Learning and Instruction, Vol. 43, pp. 27 - 38. Juvonen, J., Espinoza, G. and Knifsend, C. (2012), “The role of peer relationships in student academic and extracurricular engagement”, in Handbook of Research on Student Engagement, Springer, pp. 387 - 401. Kahu, E.R. (2013), “Framing student engagement in higher education”, Studies in Higher Education, Vol. 38 No. 5, pp. 758 - 773. Kane, D., Williams, J. and Cappuccini‐Ansfield, G. (2008), “Student satisfaction surveys: the value in taking a historical perspective”, Quality in Higher Education, Vol. 14 No. 2, pp. 135 - 155. Kolb, D.A. (1984), Experiential learning: experience as the source of learning and development, New Jersey: Englewood Cliffs, NJ: Prentice Hall. Kolb, D.A., Boyatzis, R.E. and Mainemelis, C. (1999), “Experiential learning theory: previous research and new directions”, in Perspectives on Thinking, Learning, and Cognitive Styles, Routledge, pp. 227 - 248. Kuh, G. (1991), Involving colleges: successful approaches to fostering student learning and development outside the classroom, Jossey-Bass Publishers, San Francisco. Kuh, G.D. (1995), “The other curriculum: out-of-class experiences associated with student learning and personal development”, The Journal of Higher Education, Vol. 66 No. 2, pp. 123 - 155. Kuh, G.D. (2001a), “Assessing what really matters to student learning inside the national survey of student engagement”, Change: The Magazine of Higher Learning, Vol. 33 No. 3, pp. 10 - 17. Kuh, G.D. (2001b), The national survey of student engagement: conceptual framework and overview of psychometric properties, Indiana University Center for Postsecondary Research. Kuh, G.D. (2003), “What we’re learning about student engagement from NSSE: benchmarks for effective educational practices”, Change: The Magazine of Higher Learning, Vol. 35 No. 2, pp. 24 - 32. Kuh, G.D. (2009) “The national survey of student engagement: conceptual and empirical foundations”, Contemporary Educational Psychology, Vol. 141, pp. 5 - 20. Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2007), Piecing together the student success puzzle: research, propositions, and recommendations (5 vols), Ward, K. and Wolf-Wendel, L.E. (Eds), San Francisco: John Wiley & Sons. Lawson, M.A. and Lawson, H.A. (2013), “New conceptual frameworks for student engagement research, policy, and practice”, Review of Educational Research, Vol. 83 No. 3, pp. 432 - 479. Lei, H., Cui, Y. and Zhou, W. (2018), “Relationships between student engagement and academic achievement: a meta-analysis”, Social Behavior and Personality: An International Journal, Vol. 46 No. 3, pp. 517 - 528. Lowry, P.B. and Gaskin, J. (2014), “Partial least squares (PLS) structural equation modeling (SEM) for building and testing behavioral causal theory: when to choose it and how to use it”, IEEE Transactions on Professional Communication, Vol. 57 No. 2, pp. 123 - 146. Mahatmya, D., Lohman, B.J., Matjasko, J.L. and Farb, A.F. (2012), “Engagement across developmental periods”, in Handbook of Research on Student Engagement, Springer, pp. 45 - 63. Marks, H.M. (2000), “Student engagement in instructional activity: patterns in the elementary, middle, and high school years”, American Educational Research Journal, Vol. 37 No. 1, pp. 153 - 184. Martin, A.J. (2009), “Motivation and engagement across the academic life span: a developmental construct validity study of elementary school, high school, and university/college students”, Educational and Psychological Measurement, Vol. 69 No. 5, pp. 794 - 824. Melton, R. (1996), “Learning outcomes for higher education: some key issues”, British Journal of Educational Studies, Vol. 44 No. 4, pp. 409 - 425. Montenegro, A. (2019), “Why are students’ self-initiated contributions important? A study on agentic engagement”, International Journal of Sociology of Education, Vol. 8 No. 3, pp. 291 - 315. Nakamura, J. and Csikszentmihalyi, M. (2002), “The concept of flow”, in Snyder, C.R. and Lopez, S.J. (Eds), Handbook of Positive Psychology, New York: Oxford University Press, pp. 89 - 105. Newmann, F.M. (1992), Student engagement and achievement in American secondary schools, ERIC. Pascarella, E.T. and Terenzini, P.T. (2005), How college affects students: a third decade of research, 2nd edition, San Francisco: Jossey-Bass. Pace, C.R. (1982), “Achievement and the quality of student effort”, Available at http://files.eric.ed.gov/ fulltext/ED227101.pdf (Accessed 28 April, 2020). Pascarella, E.T., Pierson, C.T., Wolniak, G.C. and Terenzini, P.T. (2004), “First-generation college students: additional evidence on college experiences and outcomes”, The Journal of Higher Education, Vol. 75 No. 3, pp. 249 - 284. Pekrun, R. and Linnenbrink-Garcia, L. (2012), “Academic emotions and student engagement”, in Handbook of Research on Student Engagement, Springer, pp. 259 - 282. Pianta, R.C., Hamre, B.K. and Allen, J.P. (2012), “Teacher-student relationships and engagement: conceptualizing, measuring, and improving the capacity of classroom interactions”, in Handbook of Research on Student Engagement, Springer, pp. 365 - 386. Reeve, J. (2012), “A self-determination theory perspective on student engagement”, in Christenson, S.L., Reschly, A.L. and Wylie, C. (Eds), Handbook of Research on Student Engagement, Springer, pp. 149 - 172. Reeve, J. (2013), “How students create motivationally supportive learning environments for themselves: the concept of agentic engagement”, Journal of Educational Psychology, Vol. 105 No. 3, pp. 579 - 595. Reeve, J., Deci, E.L. and Ryan, R.M. (2004), “Self-determination theory: a dialectical framework for understanding socio-cultural influences on student motivation”, Big Theories Revisited, Vol. 4, pp. 31 - 60. Reeve, J. and Tseng, C.M. (2011), “Agency as a fourth aspect of students’ engagement during learning activities”, Contemporary Educational Psychology, Vol. 36 No. 4, pp. 257 - 267. Ringle, C.M., Wende, S. and Becker, J.M. (2015), SmartPLS 3, Boenningstedt: SmartPLS GmbH. Shernoff, D.J., Csikszentmihalyi, M., Schneider, B. and Shernoff, E.S. (2014), “Student engagement in high school classrooms from the perspective of flow theory”, in Applications of Flow in Human Development and Education, Springer, pp. 475 - 494. Sinatra, G.M., Heddy, B.C. and Lombardi, D. (2015), The challenges of defining and measuring student engagement in science, Educational Psychologist. Skinner, E.A. and Pitzer, J.R. (2012), “Developmental dynamics of student engagement, coping, and everyday resilience”, in Handbook of Research on Student Engagement, Springer, pp. 21 - 44. Tran, N.T.D. (2019), “Su gan ket cua sinh vien va chat luong cuoc song dai hoc: nghien cuu thong qua gia tri dich vu cam nhan va muc dich cuoc song”, Tap chi Nghien cuu Kinh te va Kinh doanh Chau A, Tap 30, So 2, tr. 44 - 66. Trinh, T.T.G. (2020), “A literature review on student engagement and its implications for higher education in Vietnam”, in The 3rd International Conference on Contemporary Issues in Economics, Management and Business (3rd CIEMB 2020), Hanoi, 18 November 2020. Trowler, V. (2010), “Student engagement literature review”, The Higher Education Academy, Vol. 11, pp. 1 - 15. Tung, D.T. and Ngoc, V.T.Y. (2016), “Cac nhan to tac dong den su hai long va gan ket cua sinh vien thong qua viec danh gia chat luong dich vu dao tao Truong Dai hoc Tra Vinh”, Tap chi Khoa hoc Truong Dai hoc Tra Vinh, So 22, tr. 1 - 19. Vansteenkiste, M., Timmermans, T., Lens, W., Soenens, B. and Van den Broeck, A. (2008), “Does extrinsic goal framing enhance extrinsic goal-oriented individuals’ learning and performance? An experimental test of the match perspective versus self-determination theory”, Journal of Educational Psychology, Vol. 100 No. 2, pp. 387 - 397. Voelkl, K.E. (1996), “Measuring students’ identification with school”, Educational and Psychological Measurement, Vol. 56 No. 5, pp. 760 - 770. Voelkl, K.E. (2012), “School identification”, in Handbook of Research on Student Engagement, Springer, pp. 193 - 218. Williams, J. and Cappuccini‐Ansfield, G. (2007), “Fitness for purpose? National and institutional approaches to publicising the student voice”, Quality in Higher Education, Vol. 13 No. 2, pp. 159 - 172. Willms, J.D. (2003), Student engagement at school: a sense of belonging and participation. Results from PISA 2000, OECD publishing. Yazzie-Mintz, E. (2007), “Voices of students on engagement: a report on the 2006 high school survey of student engagement”, Center for Evaluation and Education Policy, Indiana University. Yusof, N., Ang, R.P. and Oei, T.P.S. (2017,) “The psychometric properties of the school engagement measure in adolescents in Singapore”, Journal of Psychoeducational Assessment, Vol. 35 No. 5, pp. 521 - 533.