The Effectiveness of Learning Assistants Matters: Examining Their Role On Sense of Belonging and Self-efficacy

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 4
  In Roundtable Session: Relational Pedagogy and Belonging: Navigating the Social Dimensions of Student Motivation and Learning

Abstract

In this work, we evaluate how the Learning Assistant (LA) model, a transformative instructional approach, can support different aspects of student belonging and science self-efficacy. Undergraduates enrolled in a General Chemistry course (Year 1: N = 404; Year 2: N = 407) either had LAs integrated into their course structure or did not. At the beginning and end of the course, we assessed their science belonging, course belonging, uncertainty of course belonging, and science self-efficacy. Initial results showed no differences between course sections with and without LAs. However, student perceived effectiveness of LAs contributed to each of the outcomes. Additionally, students who rated their LAs as effective had higher course belonging scores compared to peers without LAs.

Authors

• Kaicheng Zhang, Michigan State University

• Cynthia J. Brame, Vanderbilt University

• Heather J. Johnson, Vanderbilt University

• Sabriya Rosemond, Vanderbilt University

• Thomas P. Clements, Vanderbilt University

• Cristina D. Zepeda, Vanderbilt University