The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
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学生归属感、自我效能感和对科学、数学和工程课程主动学习的反应之间的关系
DOI：
10.1080/09500693.2023.2196643
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发表时间：
2023
影响因子：
2.3
通讯作者：
Borrego, Maura
中科院分区：
文献类型：
--
作者：
Graham, Matthew C.;Jacobson, Katie;Husman, Jenefer;Prince, Michael;Finelli, Cynthia;Andrews, Madison E.;Borrego, Maura
尽管有很多好处，但学生并不总是积极响应并积极参与 STEM 课程的学习。了解影响学生对主动学习如何反应的因素对于制定支持他们学习的干预措施非常重要，特别是对于来自历史上代表性不足群体的学生。本研究探讨了学生归属感和自我效能对其主动学习的情感和行为反应的影响以及学生性别认同的调节影响。我们对 14 所大学的 25 个科学、工程和计算机科学课程的 579 名学生进行了调查。使用潜在间接效应模型，我们发现归属感和自我效能独立预测学生对主动学习和课堂评价的情感反应。归属感还可以预测学生对主动学习行为参与的自我报告。利用测量不变性，我们还发现，尽管在价值、积极性和干扰方面存在平均差异，但变量之间的关系强度不存在性别差异。这些发现表明，归属感和自我效能感在所有学生如何应对主动学习方面发挥着重要作用，培养支持两者的氛围可能会减少学生对主动学习的抵制。
Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural response to active learning and the moderating influence of students’ gender-identity. We surveyed 579 students from 25 Science, Engineering, and Computer Science courses across 14 universities. Using a latent indirect-effect model, we found that belongingness and self-efficacy independently predicted students’ affective response to active learning and evaluation of the class. Belongingness also predicted students’ self-reports of their behavioural participation in active learning. Using measurement invariance, we also found that, despite mean differences in value, positivity, and distraction, there were no gender differences in the strength of relations between variables. These findings suggest that belongingness and self-efficacy play an important role in how all students respond to active learning and that fostering an atmosphere that supports both may reduce student’s resistance to engaging in active learning.
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影响因子：
2.3
作者：
M. Dancy;C. Henderson
通讯作者：
C. Henderson
影响因子：
5
作者：
Doo, Min Young;Bonk, Curtis J.
通讯作者：
Bonk, Curtis J.
通过增加生物学入门课程的结构来提高学习成绩、归属感和记忆力
DOI：
10.1187/cbe.18-08-0155
发表时间：
2019
期刊：
CBE Life Sciences Education
影响因子：
--
作者：
Mike Wilton;Eduardo Gonzalez;Peter McPartlan;Zach Terner;R. Christoffersen;J. Rothman
通讯作者：
J. Rothman
影响因子：
10.1
作者：
Pekrun, Reinhard
通讯作者：
Pekrun, Reinhard
按性别、种族、年份和转学状况划分的工科学生自我效能感的横断面研究
影响因子：
4.4
作者：
J. Concannon;L. Barrow
通讯作者：
L. Barrow