Examining Gender Differences in the Relations Between Course Belongingness, Motivation, and Self-Regulation

• In Event: Examining the Role of Gender in Motivation

Abstract

Despite decades of effort to increase diversity in STEM disciplines, the gender parity gap persists; in some fields, fewer than 20% of undergraduate students identify as female. Prior research has found that this gap continues, in part, due differences in male- and female-identifying students’ use of self-regulation strategies in STEM courses. To address this disparity, researchers have sought to identify factors that influences differences in students’ intention to use these strategies. In this study, we examine the mediating influence of students’ reading self-efficacy and perception of instrumentality on the relation between their sense of belonging and use of self-regulated learning reading strategies in a STEM course. Additionally, we examine the moderating influence of students’ gender-identity on these relations.

Authors

• Matthew C Graham, University of Oregon

• Nicholette DeRosia, University of Oregon

• Shan Zhang, Harvard University

• Kyla Martindale, University of Oregon

• Bobbie Bermudez, University of Oregon

• Hana Nguyen, University of Oregon

• Beth Chan, University of Oregon

• Shawn Lampkins, University of Oregon

• Jenefer E. Husman, University of Oregon