In recent years, assessing outcomes in higher education is an area of interest (Cheng, 2001; Bowman & Hill, 2011). There are different approaches to determine the quality of higher education institutions such as examining quantitative characteristics of institutions (graduation rates, faculty characteristics); using student self-report of learning and development; and focusing on outcomes (academic success, quality of life after college) (Carini, Kuh, & Klein, 2006). Outcome assessment is helpful for student learning and growth by providing better institutional environment (Cheng, 2001). Among the factors that directly or indirectly affect student success and gains include gender (Astin, 1993; Kuh, 2003); accommodation (Pascarella&Terenzini, 2005; NSSE, 2006); perceived English level (Dafei, 2007); learning strategies (Duch, Gron& Allen, 2001; Kuh, 2003; Kuh et al., 2005); self-esteem (Bowman & Hill, 2011); motivation (Alderman, 2004); study skills (Schweinle, Reisetter, & Stokes, 2009); peer interactions (Astin, 1993; Koljatic&Kuh, 2001; Kuh et al., 2005); relationship between faculty members (Astin, 1993; Koljatic&Kuh, 2001; Kuh, 2003; Kuh et al., 2005; Schweinle, Reisetter, & Stokes, 2009); library usage (Ren, 2000; Whitmire, 2011); usage of technology (Laird &Kuh, 2005; Kuh& Vesper, 2001); campus facilities (Kuh et al., 2005); institutional characteristics (Toutkoushian& Smart, 2001; Ryan, 2005) and student engagement (Kuh, 2001; 2003; Handelsman, Briggs, Sullivan, &Towler, 2005).

Many research findings showed that student engagement is a determinant of student success (Errey& Wood, 2011; Handelsman, Briggs, Sullivan, &Towler, 2005; Kuh, 2001, 2009; Pike &Kuh, 2005; Zhao &Kuh, 2004), and student engagement and desirable learning outcomes and grades  are strongly related (Carini, Kuh& Klein, 2006; Errey& Wood, 2011; NSSE, 2006).

Literature also shows that student gains are influenced by variety of aspects such as institutional characteristics, interpersonal skills, academic learning, motivation and student background (Toutkoushian& Smart, 2001). In the present study, student success, more specifically students’ grade point average and gains from college, were used as outcome measures. Thus, the purpose of this study was to test a model which examines the student success through assessing association between grades (GPA), student gains (academic, socio-cultural, personal), and student engagement.

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