Enhancing Self-Regulation and Motivation for Hispanic or Latina/o/e Transfer Students in Engineering Courses (Poster 27)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

STEM college courses are difficult for new students as they transition from high school, which may be heightened for minoritized groups. The goal of this study is to investigate how Engineering course activities impact minoritized students’ self-reported motivation and use of self-regulated learning strategies. A Kruskall-Wallis test examined differences between (n=224): (1) Hispanic or Latina/o/e transfer students, (2) Hispanic or Latina/o/e non-transfer students, (3) non-Hispanic or Latina/o/e transfer students. and (4) non-Hispanic or Latina/o/e non-transfer students. Results revealed Hispanic or Latina/o/e transfer students had significantly higher mastery-approach scores than other students. Implications are to encourage teachers to implement activities that foster student self-regulated learning and motivation to ensure all students are successful in their STEM courses and future careers.

Authors

• Michelle Taub, University of Central Florida

• Sierra Outerbridge, University of Central Florida

• Marino Nader, University of Central Florida

• Sudeshna Pal, University of Central Florida

• Ricardo Zaurin, University of Central Florida

• Mohammadeza Chimehrad, University of Central Florida

• Zhongzhou Chen, University of Central Florida

• Melissa Dagley, University of Central Florida

• Cyndia Muñiz, University of Central Florida

• Harrison Ntabo Oonge, University of Central Florida

• Shawn Putnam, University of Central Florida

• Hyoung Jin Cho, University of Central Florida