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Full-Text Articles in Educational Psychology
Departmental Culture Shapes Female Trinity Students’ Understanding Of Their Experience In Stem Majors, Yutong Zhu
Departmental Culture Shapes Female Trinity Students’ Understanding Of Their Experience In Stem Majors, Yutong Zhu
Senior Theses and Projects
The under-representation of women in STEM fields is still an existing problem. It is important to study the factors that influence female students’ experiences in STEM fields to help understand the potential structural obstacles that might exist and lead to the under-representation of women in these subjects. This study conducted semi-structured interviews with seven female students who majored in male-denominated, non-male-dominated, and/or non-STEM fields at Trinity College to investigate their experiences with their professors, other students, and the department. Institutional factors (role model of female teachers and course design) and personal factors (support from the professors/advisors and connection with other …
Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez
Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez
Senior Theses and Projects
Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention into their social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner, Rakoczy, Otto, Dignath-van Ewijk, Büttner, & Klieme, 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group …
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Senior Theses and Projects
Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention in the social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner et al., 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group work and cognitive discussions based …