The Relations between Students' Belongingness, Self-Efficacy, and Response to Active Learning in Science, Math, and Engineering Classes

Autor/inn/en	Graham, Matthew C.; Jacobson, Katie; Husman, Jenefer; Prince, Michael; Finelli, Cynthia; Andrews, Madison E.; Borrego, Maura
Titel	The Relations between Students' Belongingness, Self-Efficacy, and Response to Active Learning in Science, Math, and Engineering Classes
Quelle	In: International Journal of Science Education, 45 (2023) 15, S.1241-1261 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Matthew C.) ORCID (Borrego, Maura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2196643
Schlagwörter	College Students; Mathematics Instruction; Science Instruction; Engineering Education; Active Learning; Group Membership; Self Efficacy; Student Reaction; Student Behavior; Affective Behavior; Student Participation + Suchen Sie Ihr Suchwort? Collegestudent; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Aktives Lernen; Gruppenzugehörigkeit; Self-efficacy; Selbstwirksamkeit; Schülerkritik; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students' respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students' belongingness and self-efficacy on their affective and behavioural response to active learning and the moderating influence of students' gender-identity. We surveyed 579 students from 25 Science, Engineering, and Computer Science courses across 14 universities. Using a latent indirect-effect model, we found that belongingness and self-efficacy independently predicted students' affective response to active learning and evaluation of the class. Belongingness also predicted students' self-reports of their behavioural participation in active learning. Using measurement invariance, we also found that, despite mean differences in value, positivity, and distraction, there were no gender differences in the strength of relations between variables. These findings suggest that belongingness and self-efficacy play an important role in how all students respond to active learning and that fostering an atmosphere that supports both may reduce student's resistance to engaging in active learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01