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Full-Text Articles in Science and Mathematics Education
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …
Science Expectancy, Value, And Cost Profiles And Their Proximal And Distal Relations To Undergraduate Science, Technology, Engineering, And Math Persistence, Tony Perez, Stephanie V. Wormington, Michael M. Barger, Rochelle D. Schwartz-Bloom, You-Kyung Lee, Lisa Linnenbrink-Garcia
Science Expectancy, Value, And Cost Profiles And Their Proximal And Distal Relations To Undergraduate Science, Technology, Engineering, And Math Persistence, Tony Perez, Stephanie V. Wormington, Michael M. Barger, Rochelle D. Schwartz-Bloom, You-Kyung Lee, Lisa Linnenbrink-Garcia
Educational Leadership & Workforce Development Faculty Publications
Despite efforts to attract and maintain diverse students in the science, technology, engineering, and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students’ competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short-term and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership. Using latent profile analysis, we identified three profiles that characterized 600 participants’ motivation during their first semester in college: Moderate All, Very …
Combined Srl-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades, Jennifer G. Cromley, Tony Perez, Avi Kaplan, Ting Dai, Kyle Mara, Michael J. Balsai
Combined Srl-Based Cognitive-Motivational Modules Increase Undergraduate Biology Grades, Jennifer G. Cromley, Tony Perez, Avi Kaplan, Ting Dai, Kyle Mara, Michael J. Balsai
STEMPS Faculty Publications
Students’ success in undergraduate STEM courses requires effective study strategies, but also the motivation to enact them, drawing on two key tenets of Self-Regulated Learning. Interventions designed to promote students’ achievement and retention in STEM have commonly focused on either cognition or motivation. Building on Pintrich’s (2000) SRL framework, we iteratively-developed and tested the effect of different combinations of one of four cognition-focused with one of three motivation-focused intervention modules. Initial development took place in 2015-2016 and post-iterative experiments occurred in 2017. Participants were 3,092 undergraduate introductory biology students tested in 10 studies at 3 universities over 4 academic years. …