Course Context and Self-Regulation in Chemistry: The Intersection of Gender and First-Generation College Student Status (Poster 31)

• In Event: AERA Poster Session Ten
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

Students in an introductory chemistry course were surveyed regarding their perceptions of the course context, their sense of belonging in class, and their self-regulated learning (SRL) behaviors. We expected that course context perceptions would relate to SRL behaviors both directly and indirectly through sense of belonging. Notably, we examined the intersection of gender identity and status as a first-generation college student (i.e., those whose parents/guardians did not graduate from college) to examine differential effects across groups. Findings indicated that perceptions of academic rigor were uniquely beneficial for male first-generation students, that instructor support mattered most for continuing-generation students (regardless of gender), and that no relations were significant for female FGS. Implications for policy and practice are discussed.

Authors

• Andrew Holmes Perry, The Ohio State University
  Presenting Author

• Arianna Henning, The Ohio State University
  Non-Presenting Author

• Shirley L. Yu, The Ohio State University
  Non-Presenting Author