Effects of Self-Regulated Learning on Community College Students’ Metacognition, Motivation, and Achievement in Geoscience Courses

• In Event: Measuring SRL Processes in STEM College Courses

Abstract

STEM professionals are needed throughout the various work sectors in the United States. However, only a small percentage of college students graduate with STEM degrees (Witteveen & Attewell, 2020). Studies have demonstrated a relationship between poor student performance in introductory science courses and the number of students graduating with STEM degrees (Lukes & McConnell, 2014). In this experiment, researchers investigated the impact of incorporating self-regulated learning (SRL) strategies in introductory geoscience courses on student achievement, metacognition, and motivation. Results showed that students’ time management skills were significantly impacted by the SRL training. No other differences reached statistical significance. Implications for educational practice include specific support of time management and more general support for self-regulation by course instructors.

Authors

• Melani A. Loney, Old Dominion University

• Linda Bol, Old Dominion University

• Joanna K. Garner, Old Dominion University

• Tony Perez, Old Dominion University