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ERIC Number: EJ1448610
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-7685
EISSN: EISSN-1938-4211
Changes in Intrinsic Motivation and Self-Efficacy: How This Can Differentially Impact Academic Success in First-Year Introductory Biology Students
Erika M. Nadile; Gregory Vaughan; Naomi L. B. Wernick
American Biology Teacher, v86 n8 p506-515 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 persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success.
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A