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Catalogue Information
Field name	Details
Nuova numerazione	82237
Collocazione	UPS BIBL CENTR SL-II-534
Autore	BERNACKI, M.L.
Titolo	Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Parte componente di periodico
Descrizione fisica	pp. 765–781.
Nota generale	Estratto da: Journal of educational psychology 2020, 112, 4.
Riassunto	Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits. Many training programs exist to develop students’ learning skills and they typically achieve small to medium effects on behaviors and performance. However, these programs require large investments of students’ and instructors’ time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students’ behaviors and performance in a large biology lecture course. Results indicate that a 2-hr Science of Learning to Learn training had significant effects on students’ use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Implications for future design of interventions and their provision to students in need of support are discussed.
Tipo di documento	RICERCA.
Soggetto	USA.
	STUDENTI.
	UNIVERSITÀ.
	PROGRAMMAZIONE.
	FORMAZIONE.
	COMPETENZE.
	SCIENZA.
	MEDIAZIONE.
	RENDIMENTO.
	SPECIALIZZAZIONE.
	RISCHIO.
	ABBANDONO.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	VOSICKA, L.
Autore Secondario	UTZ, J.C.
Titolo correlato	Journal of educational psychology 2020, 112, 4.
Accesso online	Scheda articolo

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Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?