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Cara E. Worick; Ellen L. Usher; Jennifer Osterhage; Abigail M. A. Love; Peggy S. Keller – Journal of Experimental Education, 2024
This study investigates associations between two types of control beliefs--self-efficacy for self-regulation and implicit theories of willpower--and undergraduate biology students' (N = 535) behavioral self-regulation and performance. Findings suggest that self-efficacy is the more proximally related motive for students to engage in academic…
Descriptors: Self Efficacy, Metacognition, Learning Strategies, Grades (Scholastic)
Langanani Rakhunwana; Angelique Kritzinger; Lynne A. Pilcher – Chemistry Education Research and Practice, 2025
During their first year of study at university, many students encounter challenges in developing learning strategies that align with success in the courses in which they are enrolled. The emergence of the COVID-19 pandemic heightened the challenges as universities were compelled to transition to online learning. Therefore, this study investigated…
Descriptors: Chemistry, Science Instruction, Online Courses, College Freshmen
Erika M. Nadile; Gregory Vaughan; Naomi L. B. Wernick – American Biology Teacher, 2024
Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students' grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to…
Descriptors: Introductory Courses, Biology, Science Instruction, First Generation College Students