Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.
Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.
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DOI：
10.1187/cbe.21-03-0068
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发表时间：
2021-12
期刊：
影响因子：
--
通讯作者：
Breitenberger C
中科院分区：
文献类型：
--
作者：
Hensley L;Kulesza A;Peri J;Brady AC;Wolters CA;Sovic D;Breitenberger C
大学生在入门级生物课程工作的表现是一个重要的预测持续的主要坚持。本研究报告的研究者，教育工作者的伙伴关系，设计和比较两个课外研讨会。在学生完成并收到第一次考试的结果后，在定期安排的实验课部分，17个本科生物学实验室部分被随机分配到两个教育干预之一中。元认知+时间管理（Metacognition+TM）的扩展干预包括前面提到的研讨会和第二个关于时间管理和拖延的一小时研讨会。根据干预前和学期结束时进行的三次考试和自我报告调查，参加元认知+TM干预的学生的考试成绩和学位承诺比基线干预的学生有更大的提高。此外，组状态缓和的干预效果，作为元认知+TM干预是特别有效的，在增加使用时间管理工具的学生从少数群体。
College students’ performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher–educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during the regularly scheduled lab class section after students had completed and received the results for the first exam. The baseline Metacognition intervention was an hourlong workshop focused on effective learning strategies and self-awareness in the learning process; the extended Metacognition plus Time Management (Metacognition+TM) intervention included the aforementioned workshop plus a second hourlong workshop on time management and procrastination. Based on three exams and self-report surveys administered before the intervention and at the end of the semester, students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention. Additionally, group status moderated the effect of the intervention, as the Metacognition+TM intervention was especially effective in increasing use of time management tools by students from minoritized groups.
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DOI：
10.1111/j.2517-6161.1995.tb02031.x
发表时间：
1995-01-01
影响因子：
5.8
作者：
BENJAMINI, Y;HOCHBERG, Y
通讯作者：
HOCHBERG, Y
影响因子：
3
作者：
Cook, Elzbieta;Kennedy, Eugene;McGuire, Saundra Y.
通讯作者：
McGuire, Saundra Y.
影响因子：
4.9
作者：
Bernacki, Matthew L.;Vosicka, Lucie;Warren, Carryn Bellomo
通讯作者：
Warren, Carryn Bellomo
影响因子：
4.6
作者：
Chang, Mitchell J.;Sharkness, Jessica;Newman, Christopher B.
通讯作者：
Newman, Christopher B.
影响因子：
8.6
作者：
Broadbent, J.;Poon, W. L.
通讯作者：
Poon, W. L.