View in EDS

Self-Regulated Learning in STEM: Non-Academics Matter

Saved in:
Bibliographic Details
Title: Self-Regulated Learning in STEM: Non-Academics Matter
Language: English
Authors: Mehri Azizi (ORCID 0000-0002-8101-4396), Bryan Dewsbury (ORCID 0000-0003-4061-5424)
Source: Journal of Microbiology & Biology Education. 2025 26(3).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Management, STEM Education, Biological Sciences, Introductory Courses, Biology, Reflection, Student Attitudes, College Freshmen, Predominantly White Institutions, Hispanic American Students, Minority Serving Institutions, Liberal Arts, Small Colleges, Learning Experience, College Science, Science Education
ISSN: 1935-7877
1935-7885
Abstract: This study examines the self-reflections of first-year life science students enrolled in introductory biology courses across three institution types. Using an abductive analysis approach, we analyzed written reflections from 390 students to identify recurring non-academic themes and explore how these align with Self-Regulated Learning (SRL) theory. Our findings reveal that many challenges students experienced, such as unexpected academic and social difficulties, the influence of living arrangements, mental burnout, and uncertainty about personal abilities are not explicitly captured within SRL's current categories but nonetheless shape students' engagement with SRL processes. These results highlight the need for earlier, proactive interventions, as many students reported recognizing these issues only late in the semester. We offer practical recommendations for educators and student affairs professionals to better support students by addressing non-academic factors early in their college experience. We frame these non-academic influences as contextual factors that interact with students' self-reflection (including self-judgment and self-reaction), and we identify them as important areas for future exploration.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504687
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1504687
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1504687
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Self-Regulated Learning in STEM: Non-Academics Matter
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mehri+Azizi%22">Mehri Azizi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8101-4396">0000-0002-8101-4396</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bryan+Dewsbury%22">Bryan Dewsbury</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4061-5424">0000-0003-4061-5424</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Biological+Sciences%22">Biological Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Predominantly+White+Institutions%22">Predominantly White Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Liberal+Arts%22">Liberal Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Colleges%22">Small Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1935-7877<br />1935-7885
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the self-reflections of first-year life science students enrolled in introductory biology courses across three institution types. Using an abductive analysis approach, we analyzed written reflections from 390 students to identify recurring non-academic themes and explore how these align with Self-Regulated Learning (SRL) theory. Our findings reveal that many challenges students experienced, such as unexpected academic and social difficulties, the influence of living arrangements, mental burnout, and uncertainty about personal abilities are not explicitly captured within SRL's current categories but nonetheless shape students' engagement with SRL processes. These results highlight the need for earlier, proactive interventions, as many students reported recognizing these issues only late in the semester. We offer practical recommendations for educators and student affairs professionals to better support students by addressing non-academic factors early in their college experience. We frame these non-academic influences as contextual factors that interact with students' self-reflection (including self-judgment and self-reaction), and we identify them as important areas for future exploration.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504687
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504687
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Biological Sciences
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Predominantly White Institutions
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Liberal Arts
        Type: general
      – SubjectFull: Small Colleges
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Science Education
        Type: general
    Titles:
      – TitleFull: Self-Regulated Learning in STEM: Non-Academics Matter
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mehri Azizi
      – PersonEntity:
          Name:
            NameFull: Bryan Dewsbury
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1935-7877
            – Type: issn-electronic
              Value: 1935-7885
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Microbiology & Biology Education
              Type: main
ResultId 1