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Cognitive, Metacognitive, and Motivational Interventions Supporting Student Success in STEM: What Works, When, for Whom?
Sun, April 16, 2:50 to 4:20pm CDT (2:50 to 4:20pm CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, New OrleansSession Type: Symposium
Abstract
High dropout rates in STEM majors are well documented in higher education and have
been attributed to students' achievement struggles, loss of motivation, and use of nonoptimal
learning strategies in STEM courses. Cognitive, metacognitive, and motivational interventions
have been developed to address these academic difficulties but, to date, there is very limited
understanding of what works when, and for whom. Thus, this symposium features five intervention
studies designed to support students' academic success and motivation in/for STEM and explores
potentially differential intervention effects (e.g., depending upon students' gender, prior
performance, initial motivations, and different intervention design features). All five papers focus
on challenging STEM contexts in higher education, use longitudinal or multi-context designs, and
examine heterogeneous treatment effects.
Sub Unit
Chairs
Papers
Who Benefits From Additional Online Practice Opportunities in a Gateway Math Course? - Jakob Schwerter, TU Dortmund University; Thomas Dimpfl, University of Hohenheim; Johannes Bleher; Kou Murayama, University of Tübingen; Fani Lauermann, University of Bonn
What Self-Regulated Learning Skills Matter and How Can a Learner Acquire Them? - Matthew L. Bernacki, University of North Carolina - Chapel Hill; MeganClaire Cogliano, University of Nevada - Las Vegas; Shelbi Laura Kuhlmann, University of North Carolina - Chapel Hill; Jonathan C. Hilpert, University of Nevada - Las Vegas; Christy Strong, University of Nevada - Las Vegas
What Works, for Whom? Motivation Moderates Self-Regulated Learning Intervention Efficacy in a Postsecondary Biology Course - Jeff A. Greene, University of North Carolina - Chapel Hill; Robert D Plumley, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Shelbi Laura Kuhlmann, University of North Carolina - Chapel Hill; Michael Berro, University of North Carolina - Chapel Hill; Alaina Garland, University of North Carolina - Chapel Hill; Laura Ott, University of North Carolina - Chapel Hill; Kelly Hogan, University of North Carolina - Chapel Hill; Marc Alan Howlett, University of North Carolina - Chapel Hill; Kimberly Abels, University of North Carolina - Chapel Hill
Cost Perceptions in STEM: Examining the Effects of Effort and Emotional Cost Reduction Interventions - Elise C. Allen, The Ohio State University; Shirley L. Yu, The Ohio State University; Michelle R. Richard, The Ohio State University; Andrew Holmes Perry, The Ohio State University; Kimiko Ching, The Ohio State University; Adriana I. Martinez Calvit, The Ohio State University; Huy Nguyen, The Ohio State University; Arianna Henning, The Ohio State University; Hyewon Lee, University of California - Irvine
Making Role Models Motivating: A Laboratory Intervention to Enhance Similarity Perceptions to a Computer Scientist - Xiao-Yin Chen, University of Georgia; Emily Quinn Rosenzweig, University of Georgia