When Context Matters Most: Self-Regulation and Gender Relate to Grades in Physics Lecture and Recitation

• In Event: Classroom Supports for Cognition and Self-Regulation

Abstract

This study examined the impact of aspects of course context on grades in undergraduate physics. We proposed these relations would be mediated by a sense of belonging and metacognition, and that these mediations would be moderated by perceived individualized course experience in the teaching assistant-led recitation sections and gender identity. Sense of belonging positively mediated the relations between instructor support and course organization and grades only for male students. Metacognition positively mediated the relation between academic press and grades, but only at high levels of perceived individualized course experience in recitation. These results provide evidence for the link between course context, self-regulation, and gender identity in STEM fields such as physics.

Authors

• Andrew Perry, The Ohio State University - Columbus

• Huy Nguyen, The Ohio State University - Columbus

• Kimiko Ching, The Ohio State University

• Adriana I Martinez Calvin, The Ohio State University

• Shirley L. Yu, The Ohio State University

• Minjung Kim, The Ohio State University

• Michelle R. Richard, The Ohio State University - Columbus

• Andrew Heckler, The Ohio State University