Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

URMsstudents and proportion of first-generation students in classes. Psychosocial Factors Influencing Course PerformanceSTEM Self-Efficacy STEM self-efficacy, defined as an individual's belief in their ability to excel in STEMtasks and activities [1], plays a pivotal role in shaping students' attitudes and behaviors in STEMfields. Anticipations of personal efficacy dictate the initiation, extent, and sustainability of copingbehavior when faced with challenges and adverse experiences [1]. This belief is influenced byInterest & Engagement Tactics for Success 2prior experiences, accomplishments, as well as social and environmental factors [2]. High STEMself-efficacy

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary E. Lockhart, Texas A&M University; Noor Hakim; Vainavi Chilukuri, Texas A&M University; Jason Champagne; Karen E. Rambo-Hernandez, Texas A&M University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

Calculusupon college entrance were significantly more likely to graduate with a degree in engineeringthan students who were not Calculus-eligible [15]. They also noted, however, that there could beother factors acting upon this relationship that could explain more of the variability in persistence[15]. These findings were further evaluated through a follow-up investigation in which Bowenand colleagues [9] explored the impact of Calculus-readiness upon engineering persistence todegree completion along with the potential mediating effect of students’ “at-risk” status. Theresearchers discovered that indeed Calculus-readiness upon college entrance was a significantpredictor of engineering degree completion and accounted for 11% of the overall variance