Self-Regulated Learning Predicts Proportional Hazard of Postsecondary Students Changing STEM Majors (Poster 11)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Explorations in Student Motivation, Self-Efficacy, and Educational Outcomes

Abstract

This study tested elements of Boekarts’ (2011) model of self-regulated learning (SRL) to uncover how undergraduate STEM students’ (N=687) strategies use and goal orientations predicted persistence in their STEM majors. A competing risks survival analysis indicated the probability for any type of major switch was highest in the second year. Higher performance-avoidance goal orientations increased the hazard probability of switching to another STEM major in the third year of college, while higher mastery-approach goal orientations decreased the hazard probability of switching to a different STEM major in the fourth year of college. Strategy use had a negligible effect on any type of major change. This study highlights the role of SRL in STEM students’ decisions to switch majors.

Authors

• Joseph C. Tise, Institute for Advancing Computing Education

• Blaine Pedersen, NWEA

• Bede Agocha, University of Connecticut

• Crystal Park, University of Connecticut

• Michelle Williams, University of Connecticut

• Paul R. Hernandez, Texas A&M University