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Board 41: Development and Validation of the STEM Study Strategies Questionnaire for STEM College Students

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Educational Research and Methods Division Poster Session

Tagged Division

Educational Research and Methods

Page Count

12

Permanent URL

https://peer.asee.org/32345

Download Count

11

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Paper Authors

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Brittany Bradford Rice University

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Brittany Bradford is a fourth-year graduate student in industrial and organizational psychology at Rice University, working with Dr. Margaret Beier. Her research interests include education, learning, and motivation.

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Margaret E. Beier

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Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia Institute of Technology. Margaret’s research examines the predictors of performance in educational and occupational settings. In particular, she is interested in the effects of examining gender, age, ability, personality, motivation, and self-regulation on a range of outcomes. She is a member of the American Educational Research Association and a Fellow of the Society for Industrial and Organizational Psychologists.

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Michael Wolf Rice University

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Michael Wolf is Professor of Mathematics at Rice University as well as Faculty Director of the Rice Emerging Scholars Program, an initiative he co-founded in 2012. The Rice Emerging Scholars program is a comprehensive 2-4 year program that begins the summer before matriculation for a group of matriculating Rice students whose preparation for STEM is weaker than those of their peers.

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Megan McSpedon Rice University

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Megan McSpedon is the Associate Director of the Rice Emerging Scholars Program. She has been with the program since it was founded in 2012. Megan received a B.A. in English from Rice University.

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Ann Saterbak Duke University

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Ann Saterbak is Professor of the Practice in the Biomedical Department and Director of First-Year Engineering at Duke University. Saterbak is the lead author of the textbook, Bioengineering Fundamentals. Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Outstanding Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Education.

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Abstract

In this research-based paper, we discuss the development of a measure of Rice University students’ STEM study strategies and then explore the measure’s correlation with several important psychological outcomes in a sample of underprepared first-year STEM students (n=94). STEM attrition remains a pressing concern nationally, particularly for students who took less rigorous STEM courses in high school, a population that disproportionally comprises underrepresented minorities. The authors developed an 11-item measure of STEM-specific study strategies, termed the STEM Study Strategies Questionnaire. We explored STEM-specific identity, self-efficacy, and career aspirations, as well as perceived utility of attaining a STEM degree, using a model based on Eccles and Wigfield’s (2002) expectancy-value framework of achievement. An exploratory factor analysis found a four-factor solution to the newly developed scale: Group Work in STEM, Active STEM Learning, Interactions with STEM Professors, and STEM Exam Familiarity. The authors found significant moderate to strong correlations among all psychological variables, as well as with the Group Work and STEM Exam Familiarity factors. Next steps for this research are to develop further measure items to capture each of the four factors and to conduct confirmatory analyses on different samples of STEM students, both those who are relatively underprepared and appropriately prepared for college STEM coursework.

Bradford, B., & Beier, M. E., & Wolf, M., & McSpedon, M., & Saterbak, A. (2019, June), Board 41: Development and Validation of the STEM Study Strategies Questionnaire for STEM College Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32345

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