From Pipelines to Pathways: A Longitudinal Analysis of Time-Based Engagement, Social Jetlag, and Academic Outcomes

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Abstract

This study investigates students’ longitudinal academic pathways by examining temporal engagement and social jetlag in a large public research university in the United States. Drawing on Canvas Learning Management System (LMS) data and administrative records from two cohorts (2018, 2019) of 5,925 students, we employ a pathway perspective to map how engagement—measured by total time spent on digital learning activities—evolves across multiple terms and how it differs between weekdays and weekends. Our analysis focuses on the heterogeneous effects of demographic moderators, including gender, URM status, low-income status, and first-generation status. Results indicate that (1) students’ engagement generally follows a mid-program peak and late-term decline, (2) there is significant social jetlag among students consistently across terms and the minority subgroups (female, URM, low-income, first-generation) exhibit greater social jetlag, reflected in a more pronounced shift to late-night activity on weekends, and (3) higher engagement is associated with better academic performance, with certain subgroups benefitting disproportionately. These findings highlight the non-linear, dynamic nature of students’ academic trajectories and underscore the importance of institutional structures and student agency in shaping engagement patterns over time.

Author

• Jiayu Zheng, Johns Hopkins University