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

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Title: The Relations between Students' Belongingness, Self-Efficacy, and Response to Active Learning in Science, Math, and Engineering Classes
Language: English
Authors: Graham, Matthew C. (ORCID 0000-0002-0235-5126), Jacobson, Katie, Husman, Jenefer, Prince, Michael, Finelli, Cynthia, Andrews, Madison E., Borrego, Maura (ORCID 0000-0001-7131-4611)
Source: International Journal of Science Education. 2023 45(15):1241-1261.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1821036
1821092
1821277
1821488
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Mathematics Instruction, Science Instruction, Engineering Education, Active Learning, Group Membership, Self Efficacy, Student Reaction, Student Behavior, Affective Behavior, Student Participation
DOI: 10.1080/09500693.2023.2196643
ISSN: 0950-0693
1464-5289
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399710
Database: ERIC
FullText Text:
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  Data: The Relations between Students' Belongingness, Self-Efficacy, and Response to Active Learning in Science, Math, and Engineering Classes
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  Data: <searchLink fieldCode="AR" term="%22Graham%2C+Matthew+C%2E%22">Graham, Matthew C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0235-5126">0000-0002-0235-5126</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jacobson%2C+Katie%22">Jacobson, Katie</searchLink><br /><searchLink fieldCode="AR" term="%22Husman%2C+Jenefer%22">Husman, Jenefer</searchLink><br /><searchLink fieldCode="AR" term="%22Prince%2C+Michael%22">Prince, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Finelli%2C+Cynthia%22">Finelli, Cynthia</searchLink><br /><searchLink fieldCode="AR" term="%22Andrews%2C+Madison+E%2E%22">Andrews, Madison E.</searchLink><br /><searchLink fieldCode="AR" term="%22Borrego%2C+Maura%22">Borrego, Maura</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7131-4611">0000-0001-7131-4611</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2023 45(15):1241-1261.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
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  Data: 10.1080/09500693.2023.2196643
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  Data: 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.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1399710
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        Value: 10.1080/09500693.2023.2196643
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      – Text: English
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        StartPage: 1241
    Subjects:
      – SubjectFull: College Students
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Science Instruction
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      – SubjectFull: Group Membership
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Reaction
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      – SubjectFull: Student Behavior
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      – SubjectFull: Affective Behavior
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