Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study
Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study
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DOI：
10.1007/s11162-015-9367-x
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发表时间：
2015-11-01
影响因子：
2.1
通讯作者：
Plett, Melani
中科院分区：
文献类型：
--
作者：
Wilson, Denise;Jones, Diane;Plett, Melani
本研究探讨了美国五个地理和文化上不同的机构中STEM本科生的多层次归属感与行为和情感参与形式之间的联系。数据是从一项专门设计的调查中收集的，该调查旨在捕捉本科生经历中这些关键要素之间的联系。来自1500多名学生参与调查的结果清楚地支持了在课堂环境中测量时，归属感对STEM课程中行为和情感参与的重要性。五个参与机构的模型之间最一致和最重要的联系发生在班级级别的归属感和积极的情感参与之间，而最不频繁和最不一致的联系发生在属于大学和所有形式的参与之间。参与的关联模式也与归属感和自我效能感相似。这项研究的结果证实了归属感在STEM课堂环境中的重要性，并为支持学生参与的自我效能感的同时重要性提供了额外的见解。这些结果还表明，归属感是一个独特的属性相关的参与，而不是简单地还原为自我效能感。
This study examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States. Data were gathered from a survey specifically designed to capture the links between these key elements of the undergraduate experience. Results from over 1500 student participants in the survey clearly supported the importance of belonging for behavioral and emotional engagement in STEM courses when measured in the context of the classroom. The most consistent and significant links among models for the five participating institutions occurred between belonging at the class level and positive emotional engagement, while the least frequent and least consistent occurred between belonging to the university and all forms of engagement. Patterns of association to engagement were also similar for belonging and self-efficacy. The results of this study confirm the importance of belonging in the STEM classroom context and provide additional insights into the concurrent importance of self-efficacy in supporting student engagement. These results also demonstrate that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.