The roles of social influences on student competence, relatedness, achievement, and retention in STEM
The roles of social influences on student competence, relatedness, achievement, and retention in STEM
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DOI：
10.1002/sce.21449
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发表时间：
2018-07-01
影响因子：
4.3
通讯作者：
Bernacki, Matthew L.
中科院分区：
文献类型：
--
作者：
Hilts, Alexis;Part, Rachel;Bernacki, Matthew L.
众所周知，学生对能力和关系的看法会影响学习过程和成就，对于代表性不足的科学、技术、工程和数学（STEM）学习者来说，可能尤其重要。本研究考察了影响大学生生命科学学习者感知能力和相关性的社会支持来源，以及这些支持来源和自我决定理论成分对成就和保留结果的影响。女性，种族代表性不足，或第一代学生在STEM方面的能力和相关性与大型城市大学的大多数同龄人相似。然而，社会支持、能力和亲缘关系在这些亚组中作为成就和离开理科专业意愿的预测因素的重要性是不同的。在整个样本中，能力感知预示着更大的成就和更少的离开专业的意图。对能力的认知主要来自与同学的接触，特别是对于代表性不足的群体。这种亲缘感对于留住攻读科学学位的女性尤为重要。与STEM同龄人和同学的接触是大多数群体的亲缘关系来源，但对代表性不足的群体来说，同学接触并不显著。研究结果强调了提升能力和相关性的价值，以及这些子群体用来建立可预测成就和保留的感知能力和相关性的不同来源。
Students' perceptions of competence and relatedness are known to influence learning processes and achievement, and may have particular import for underrepresented science, technology, engineering and mathematics (STEM) learners. Sources of social support that contribute to undergraduate life science learners' perceived competence and relatedness were examined, as were achievement and retention outcomes influenced by these sources of support and self-determination theory components. Female, ethnically underrepresented, or first-generation students reported similar levels of perceived competence and relatedness in STEM compared to their majority counterparts at a large, urban university. However, social supports, competence, and relatedness were differentially important for these subgroups as predictors of achievement and intention to leave a science major. For the full sample, competence perceptions predicted greater achievement and lessened intentions to leave a major. Competence perceptions were primarily derived from contact with classmates, especially for underrepresented groups. Feelings of relatedness were specifically important for the retention of women pursuing science degrees. Contacts with STEM peers and classmates were sources of relatedness for majority groups, but classmate contact was not significant for underrepresented groups. Findings highlight the value of promoting competence and relatedness and the differing sources that these subgroups draw on to build the perceived competence and relatedness that can predict achievement and retention.