Exploring Goal Setting and Learning Strategies in College STEM Courses: The Role of Instructional Framing

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Gender, Race, and Identity in STEM Education (Table 6)

Abstract

This study explores how students’ goals, strategies, and performance are influenced by instructional framing in a fundamental calculus course for STEM majors. Grounded in Zimmerman’s Self-Regulated Learning (SRL) model and the Multiple Goals Regulation Framework, we examine goal-setting patterns in a multi-goal context. Using a mixed-methods approach, 275 first-year students were assigned to either a metacognitive or motivational framing condition and asked to set 3-4 goals. We analyze their goals through qualitative coding and social network analysis, alongside quantitative assessments of their strategies and performance. This research will provide actionable insights for designing effective instructional prompts and expand the theoretical understanding of SRL and goal-setting in real classroom settings.

Authors

• Yucheng Bao, Vanderbilt University

• Sarah Shaw, Vanderbilt University

• Cristina D. Zepeda, Vanderbilt University