The Relations Between Students' Belongingness, Self-Efficacy, and Response to Active Learning (Poster 14)

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

In this study, we examined the relation between students’ affective and behavioral response to active learning, the influence of students’ belongingness and their self-efficacy on these responses, and the moderating influence of students’ gender-identity. We found that, despite mean differences in value, positivity, and distraction, there were not gender differences in the pattern of relations between variables. For both groups, belongingness and self-efficacy independently predicted students’ affective response and their evaluation of the class. Belongingness also predicted students’ participation in class. These findings suggest that student-level factors play an important role in how students respond to active learning and that fostering an atmosphere that supports both self-efficacy and belongingness may be beneficial for all students.

Authors

• Matthew C. Graham, University of Oregon

• Katie Jacobson, University of Oregon

• Madeleine Smith, University of Oregon

• Jenefer E. Husman, University of Oregon

• Cynthia Finelli, University of Michigan

• Maura J. Borrego, University of Texas at Austin

• Michael J. Prince, Bucknell University