Investigating Self-Regulated Learning in STEM Gatekeeper Courses at a Historically Black College/University

• In Event: Poster Session 5
  In Poster Session: Social and Cultural Processes in Motivation Research

Abstract

Understanding how students learn in STEM courses at historically black colleges and universities (HBCUs) is important towards increasing African American students’ retention and degree attainment in STEM. This study investigates the relationship between self-regulated learning (SRL) and achievement in STEM courses at an HBCU. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect data in gate-keeping courses. The MSLQ was reliable but did not fit the sample data. Learning strategies were not related to performance. Self-efficacy was the largest of four predictors that accounted for 25% of the variance in grades. Significant gaps were found between high and low achievers on time on study and effort regulation.

Authors

• Caesar R Jackson, North Carolina Central University

• Ontario Sherrod Wooden, Albany State University

• Sherry C. Eaton, North Carolina Central University