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      Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

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      Author(s): ,
      Publication date (Print):
      Journal: CBE Life Sciences Education
      Publisher: American Society for Cell Biology

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          Abstract

          While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.

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          Most cited references56

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          Self-Efficacy: An Essential Motive to Learn.

          Barry Zimmerman (2000)
          During the past two decades, self-efficacy has emerged as a highly effective predictor of students' motivation and learning. As a performance-based measure of perceived capability, self-efficacy differs conceptually and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control. Researchers have succeeded in verifying its discriminant validity as well as convergent validity in predicting common motivational outcomes, such as students' activity choices, effort, persistence, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement. Copyright 2000 Academic Press.
          Article 0 comments Cited 427 times – based on 0 reviews     Review now
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            A brief social-belonging intervention improves academic and health outcomes of minority students.

            Gregory Walton, Geoffrey L Cohen (2011)
            A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.
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              A question of belonging: race, social fit, and achievement.

              Gregory Walton, Geoffrey L Cohen (2007)
              Stigmatization can give rise to belonging uncertainty. In this state, people are sensitive to information diagnostic of the quality of their social connections. Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings. In Experiment 1, students were led to believe that they might have few friends in an intellectual domain. Whereas White students were unaffected, Black students (stigmatized in academics) displayed a drop in their sense of belonging and potential. In Experiment 2, an intervention that mitigated doubts about social belonging in college raised the academic achievement (e.g., college grades) of Black students but not of White students. Implications for theories of achievement motivation and intervention are discussed. 2007 APA, all rights reserved
              Article 0 comments Cited 354 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): CBE Life Sci Educ
                Journal ID (hwp): CBE-LSE
                Journal ID (pmc): CBE-LSE
                Journal ID (publisher-id): CBE-LSE
                Title: CBE Life Sciences Education
                Publisher: American Society for Cell Biology
                ISSN (Print): 1931-7913
                ISSN (Electronic): 1931-7913
                Publication date (Print): Spring 2014
                Volume: 13
                Issue: 1
                Pages: 6-15
                Affiliations
                [1]Department of Biology, San Francisco State University, San Francisco, CA 94132
                [2]SEPAL: The Science Education Partnership and Assessment Laboratory, San Francisco State University, San Francisco, CA 94132
                Author notes
                Address correspondence to: Kimberly D. Tanner ( kdtanner@ 123456sfsu.edu ).
                Article
                Publisher ID: CBE-13-12-0241
                DOI: 10.1187/cbe.13-12-0241
                PMC ID: 3940464
                PubMed ID: 24591497
                SO-VID: 9e43f310-d692-476e-9c08-cfbb3ab9611e
                Copyright © © 2014 G. Trujillo and K. D. Tanner. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( http://creativecommons.org/licenses/by-nc-sa/3.0).
                License:

                “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.

                History
                Categories
                Subject: Features
                Subject: Approaches to Biology Teaching and Learning
                Custom metadata
                cover-date March 3, 2014

                ScienceOpen disciplines: Education
                Data availability:
                ScienceOpen disciplines: Education

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