Individual and institutional factors that contribute to student learning among Latina and Latino undergraduate students

ABSTRACT

This study examined student learning via the composite measure of intellectual abilities among 1,210 Latina/o undergraduates at 4-year institutions. Longitudinal pre and post surveys were used to examine the impact of interrelated variables on Latina/o’ senior year cognitive gains. This study applied Becker’s (1993) human capital theory and Astin’s (2012) Input-Environment-Output model to organize and analyze the data. Through structural equation modeling, the findings revealed the pathways that promote and hinder student learning.

KEYWORDS:

• Student-Faculty Interaction
• academic engagement
• student learning
• cognitive development
• structural equation modeling