A  Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

Bene, Konabe; Lapina, Angelina; Birida, Asamenew; Ekore, John O.; Adan, Sofia

doi:10.36681/tused.2021.76

Cited by 3 publications

(2 citation statements)

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“…7 As STEM programs are typically more high pressure compared to non-STEM programs, self-regulation may be an outcome of being enrolled in a STEM program rather than a prerequisite. 21 One study found similar results to our study, where STEM-students had lower levels of self-regulation compared to non-STEM students. 22 We found a significant difference between short-term self-regulation and academic courses.…”

Section: Relationship Between Total and Subscores Of Asri And Academi...supporting

confidence: 89%

Learning self-regulation: an important soft skill for AYAs

Y Bhave,

S. Jacob,

Soni

et al. 2023

JPNC

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Background: The ability to self-regulate plays a critical role in accomplishing the developmental tasks in the stages of late adolescence, early adulthood and general psychosocial wellbeing. Aims: As part of the Association of Adolescent and Child Care in India’s multicentric studies on youth behaviour, the current study aimed to understand the effect of self-regulation, total, short-term and long-term as measured by the ASRI in female college-going students. We also studied these scores in relation to sociodemographic factors such as gender, age, sibling status, along with other variables such as perceived control over one’s life on self-regulation abilities. Methods: A cross-sectional study was conducted using convenience sampling. Participants (n = 354) were in the age groups between 17 to 19 and 20 (late adolescence) to 21 years (young adults), pursuing B.A., BCom., or BSc. in a college in North India. The Adolescent Self-Regulatory Inventory (ASRI) was administered to participants in order to assess both short-term and long-term self-regulation. Permission: Ethical clearance for this project was given by AACCI’s Institutional Ethics Committee. tool used: Moilanen Adolescent Self-regulation Inventory ASRI. The Internal consistency (alpha) for the ASRI was 0.75 for short-term self-regulation scale and 0.80 for long-term self-regulation scales. Confirmatory factor analyses were performed to check for the inventory’s validity, two factors were used, short-term and long-term self-regulation, factors correlated 0.83. Statistical analysis: The data was analysed using the Jeffreys's Amazing Statistics Program (JASP 0.17.2.0). T-tests were conducted to study the effects of age, engagement in extracurricular activities, perceived internet and social media dependence, and substance use on the ASRI. One-way ANOVAs were conducted to determine the effects of sibling status, academic course, and perceived control over one’s life on the ASRI. Additionally, we also used the Kruskal-Wallis test, Mann-Whitney U test, Welch’s test and Levene’s test of equality of variances. The statistical significance of the calculated coefficients was considered at p<0.05. Results: The participants who self- perceived that they had control over their lives had higher scores for overall self-regulation (p=0.002), short-term (p=0.03) and long-term self-regulation (p=.0.004) on the ASRI compared to those who were not sure and those who did not believe that they had any control over their lives. Participants who self -perceived that they were dependent on social media had lower scores on short-term (p=0.01) and long-term self-regulation (p=0.01) on the ASRI compared to those who did not perceive themselves as being dependent on social media. Conclusion: Our sample showed that among all the variables we examined e.g., age sibling status, participation in extracurricular activities and tobacco, alcohol consumption , significant results were found for only two variables that accessed students’ self-perception (control over one’s life and social media usage). This suggests that at the stages of late adolescence and young adulthood, self-perception contributes to self-regulation abilities.

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Section: Relationship Between Total and Subscores Of Asri And Academi...supporting

confidence: 89%

Learning self-regulation: an important soft skill for AYAs

Y Bhave,

S. Jacob,

Soni

et al. 2023

JPNC

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“…Considering the significance of metacognition in student approaches to learning and student achievement in STEM (Schraw and Moshman, 1995;Vanderstoep et al, 1996;Tomanek and Montplaisir, 2004;Miller, 2015;Bene et al, 2021), impact of explicit metacognitive instruction has been explored as a potential intervention to improve students' studying in chemistry courses and ultimately, their performance. Muteti et al (2021) first investigated the impact of explicit metacognitive instruction on changes in students' study strategies and performance in general chemistry class.…”

Section: Literature Review On Study Strategies and Behaviormentioning

confidence: 99%

Factors that influence general chemistry students’ decision making in study strategies

Nayyar,

Demirdöğen,

Lewis

2024

Chem. Educ. Res. Pract.

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This qualitative study delves into the intricate landscape of general chemistry students' study strategy decision-making processes, examining the guiding factors that shape their choices. Past work in chemistry education has shown that students’ study behaviors are dynamic in nature. Employing self-regulation theory, the study aims to provide a deeper understanding of how students decide to maintain or change their study behaviors. Semi-structured interviews were conducted to capture the study processes of nine students enrolled in first-semester general chemistry classroom. The results indicated these students’ study behavior decision-making process was either driven by metacognition or affect. Students who adopted metacognitive decision-making showed evidence of enactment of declarative, procedural, and conditional knowledge which could be influenced by either the nature of the content studied (content-driven), or the time-efficiency of the strategies employed (time-driven) during their self-regulation. On the contrary, students who adopted affective decision-making based their choices regarding their study behaviors on the emotional aspects and the value they attribute to the study strategies (intrinsic-value or instrumental-value driven). The findings of the study are foundational yet highlight the nuanced nature of changes and constancy within the study strategy decision-making process. This suggests a one-size-fits-all approach to improve student study behaviors may not yield fruitful outcomes and therefore, distinct methods should be devised to reach students with different decision-making processes.

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Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi

Ewell,

Harvey,

Clark

et al. 2024

J Res Sci Teach

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An inequitable distribution of resources and opportunities for marginalized students (i.e., opportunity gaps) leads to challenges in identifying effective study behaviors, metacognition, and academic help‐seeking in higher education. While students benefit when these skills are taught explicitly through co‐curricular workshops and courses, these interventions often require significant time investment from faculty and students, underscoring a need for alternative interventions that provide students with access to resources related to these skills. Course syllabi are one potential resource that can address these needs, and we asked to what extent biology syllabi are used for this purpose. We collected a national sample of introductory biology syllabi and used content analysis to determine if syllabi are learner‐centered and whether they incorporate information on study behaviors, metacognition, and academic help‐seeking. We found that most syllabi are not learner‐centered, encourage ineffective study behaviors, did not include metacognition recommendations, and include incomplete academic help‐seeking recommendations. We make several recommendations on how to incorporate complete, accurate information regarding study behaviors, metacognition, and academic help‐seeking.

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A Comparative Study of Self-Regulation Levels and Academic Performance among STEM and Non-STEM University Students Using Multivariate Analysis of Variance

Cited by 3 publications

References 57 publications

Learning self-regulation: an important soft skill for AYAs

Learning self-regulation: an important soft skill for AYAs

Factors that influence general chemistry students’ decision making in study strategies

Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi

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