Self‐regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students

López, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John H.

doi:10.1002/tea.21095

Cited by 48 publications

(38 citation statements)

References 43 publications

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“…Students in the “struggling” category also selected passive approaches that involved “going over” and “looking over” course material. This is consistent with recent research showing that undergraduate chemistry students primarily focus on reviewing material when studying ( Lopez et al ., 2013 ). “Struggling” students seemed to have agency, but they lacked self-efficacy and were not confident in their ability to select appropriate learning strategies.…”

Section: Discussionsupporting

confidence: 92%

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

Stanton

Neider

Gallegos

et al. 2015

LSE

103

133

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Section: Discussionsupporting

confidence: 92%

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

Stanton

Neider

Gallegos

et al. 2015

LSE

103

133

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“…Perhaps by providing more opportunities to engage meaningfully with other students who share similar academic interests and trajectories, institutions also provide more opportunities for students to study together. Applying peer learning strategies, for example, have been found by Lopez, Nandagopal, Shavelson, Szu, and Penn (2013) to further improve academic performance in STEM courses. Overall, these findings confirm previous calls (Espinosa, 2011) to build a stronger social network of peers in STEM majors.…”

Section: Discussionmentioning

confidence: 99%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014

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“…The enhancement of students' self-efficacy beliefs in POGIL classes may have emerged from 1) the synchronisation of cognitive characteristics from structured learning materials, 2) strategic facilitation by faculty, and 3) selfmanaged small group interactive learning. These kinds of efforts were considered conducive for providing authentic mastery experiences to students in other research contexts (Lopez, et al, 2013;Zeldin, et al, 2008).…”

Section: Self-efficacymentioning

confidence: 99%

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Vishnumolakala

Southam

Treagust

et al. 2017

Chem. Educ. Res. Pract.

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This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge.

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Self‐regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students

Cited by 48 publications

References 43 publications

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

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