Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy

Autor/inn/en	Camfield, Eileen Kogl; Schiller, NaTasha R.; Land, Kirkwood M.
Titel	Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy
Quelle	In: CBE - Life Sciences Education, 20 (2021) 2, Artikel 25 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-09-0206
Schlagwörter	COVID-19; Pandemics; Self Efficacy; STEM Education; College Students; Student Attitudes; School Closing; Online Courses; Distance Education; Intervention; Student Adjustment; Resilience (Psychology); Biology; Tests; Social Influences; Active Learning; Institutional Characteristics; Teaching Methods; Grades (Scholastic); Educational Environment; Educational Practices; Learner Engagement; Help Seeking; Anxiety; Introductory Courses; Coping; Prediction; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; STEM; Collegestudent; Schülerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Biologie; Examination; Prüfung; Examen; Sozialer Einfluss; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Angst; Einführungskurs; Bewältigung; Vorhersage; Kalifornien
Abstract	When a global pandemic hits during a longitudinal study of biology student success, researchers can unearth rich information about student resilience. By sharing case studies from two demographically different midsized 4-year institutions, this article illustrates the aspects of student self-efficacy beliefs that were undercut by the shift to emergency remote instruction (ERI) in introductory biology courses in Spring 2020: agency and belonging. By assessing student predictions of exam performance and analyzing themes from 276 student narrative surveys, we highlight the power of a careful balance between cognitive and social interventions to help students recover. Students in this study showed a 50% loss of efficacy beliefs after ERI (midsemester) but were able to improve to at least 75% above starting efficacy beliefs after instructor interventions. Thus, we also show how academic efficacy is highly malleable and is mediated in relationships. In turn, we demonstrate a new assessment model that uses student narrative writing to reveal "invisible" threats to students' perceptions of their capacity to succeed. Finally, we generalize from their findings to provide recommendations for effective strategies for supporting those students for whom every semester feels like a pandemic. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01