The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

Bibliographic Data

ID21589544
AuthorsMatthew C Graham (0000-0002-0235-5126, University of Oregon, corresponding author), Katie Jacobson (University of Oregon), Jenefer Husman (0000-0001-9886-5966, University of Oregon), Martin J Prince (0000-0003-2888-2394, Bucknell University), Michael Prince (Bucknell University), Cynthia J Finelli (0000-0001-9148-1492, University of Michigan), Cynthia Finelli (University of Michigan), Madison E Andrews (0000-0002-9653-9785, Department of Mechanical Engineering, University of Texas, Austin, TX, USA), Maura Borrego (0000-0001-7131-4611, Department of Mechanical Engineering, University of Texas, Austin, TX, USA)
Year2023
Volume45
Issue15
Pages1241-1261
Publication date2023-10-13
Open AccessNo
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2023.2196643
OpenAlexW4365999369
LanguageEN
Citations received6
References cited78

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

Belongingness · Cognitive psychology · Distraction · Mathematics education · Self-efficacy · Communication in Education and Healthcare · Innovative Teaching Methods · Mathematics · Online and Blended Learning · Psychology · Social Psychology

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