Undergraduate STEM Achievement and Retention
Undergraduate STEM Achievement and Retention
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本科生 STEM 成绩和保留率
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Avi Kaplan
中科院分区：
文献类型：
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作者：
J. Cromley;Tony Perez;Avi Kaplan
学生的认知和动机以及制度政策决定了学生在科学、技术、工程和数学(STEM)专业的课程成绩和保留率。关于认知，学习技能与课程成绩有关，而成绩与在STEM中的留存有关。动机的几个方面与STEM的成绩和保持能力有关：自我效能感(完成作业的自信)，对学习更多学科的持续兴趣，以及努力控制(继续专注于课堂和学习)。学生的认知和动机是相互依存的，而且，它们在多种制度政策的背景下发挥作用，如学业支持中心、职业咨询、经济援助政策、强制课程成绩曲线、课程时间安排和课程注册政策。所有这些相互依赖的因素都可以通过有针对性的相辅相成的计划来改善。改革的一些挑战包括教师抵制改变教学，以及大学政策和资源之间缺乏协调，甚至是相互竞争的重点，如课程安排、学术支持、咨询、职业咨询和经济援助。
Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and retention in STEM: self-efficacy (self-confidence for completing assignments), continuing interest in learning more about the subject, and effort control (remaining focused on classes and studying). Students’ cognition and motivation are interdependent, and, furthermore, they play out in the context of multiple institutional policies, such as academic support centers, career counseling, financial aid policies, forced curving of course grades, course timing, and course registration policies. All of these interdependent factors can improve with targeted programs that complement each other. Some challenges for reform include instructor resistance to changing teaching and a lack of coordination, or even competing emphases, among university policies and resources, such as course scheduling, academic support, advising, career counseling, and financial aid.