Profiles of learning in STEM: The interplay of self-regulated learning, motivation, self-efficacy, and academic achievement

• In Event: AERA Poster Session Saturday 3:45 pm
  In Invited Poster Session: Division D Graduate Student In-Progress Research Poster Session

Abstract

The transition to university poses significant challenges for STEM students, particularly given the demands for independent learning. Self-regulated learning (SRL), academic motivation, and self-efficacy are critical for academic success, yet students differ in how these constructs co-occur. Using a person-centered approach, this study identified learning profiles among undergraduate STEM students based on SRL, motivation, and self-efficacy. Latent profile analysis of survey data from 186 students supported a two-profile solution: a High SRL–Motivation profile and a Low SRL–Motivation profile. Students in the high profile demonstrated higher levels across all indicators. Analyses examining differences in academic achievement are ongoing.

Authors

• Morgan A. Jernigan, Washington State University

• Kira J. Carbonneau, Washington State University