The Critical Role of Motivation When Intervening in Undergraduate Biology Student Achievement

• In Event: STEM Interventions for Learning and Motivation

Abstract

Basic research has clearly demonstrated the contributions of both cognition and motivation to STEM achievement and retention. Although it seems logical that both cognition (e.g., prior knowledge, study skills) and motivation (energizing the application of cognition) are required for success in STEM courses, rarely has the effectiveness of combined cognitive and motivational interventions in student outcomes been examined. In Spring 2017 we built on one cognitive and two motivational theoretical constructs to create a combined intervention aiming to improve course achievement and retention in STEM for first-year (“gateway”) biology students. We show large effects on course grades both directly and for one condition indirectly via intention to remain in STEM.

Authors

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Michael Balsai

• Wanda Brooks, Old Dominion University

• Ting Dai, University of Illinois at Chicago

• Yonaton S. Davidson, Temple University

• Avi Kaplan, Temple University

• Kyle R Mara, University of Southern Indiana

• Tony Perez, Old Dominion University

• Martin Van Boekel, University of Minnesota - Twin Cities