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The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship between Perceived Learning Environment and Course Performance in an Undergraduate Non-Major Biology Course
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Partin, Matthew L.; Haney, Jodi J. – Learning Environments Research, 2012
In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to…
Descriptors: Nonmajors, Student Attitudes, Self Efficacy, Goal Orientation
Research and Teaching: Factors Related to College Students' Understanding of the Nature of Science--Comparison of Science Majors and Nonscience Majors
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Partin, Matthew L.; Underwood, Eileen M.; Worch, Eric A. – Journal of College Science Teaching, 2013
To develop a more scientifically literate society, students need to understand the nature of science, which may be affected by controversial topics such as evolution. There are conflicting views among researchers concerning the relationships between understanding evolution, acceptance of evolution, and understanding of the nature of science. Four…
Descriptors: Scientific Literacy, Science Instruction, Evolution, Undergraduate Students
Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors
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Partin, Matthew L.; Haney, Jodi J.; Worch, Eric A.; Underwood, Eileen M.; Nurnberger-Haag, Julie A.; Scheuermann, Amy; Midden, W. Robert – Journal of College Science Teaching, 2011
Undergraduate students enrolled in an introductory biology course for nonmajors during the fall semester of 2007 were administered the Biology Attitude Scale (Russell and Hollander 1975), a constructed Mathematics Attitude Scale, and a portion of the Motivated Strategies for Learning Questionnaire (Pintrich and Smith 1993). Together, the…
Descriptors: Nonmajors, Undergraduate Students, Self Efficacy, Incentives