Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Resource Use in Introductory Biology: Evaluating Latent Patterns, Demographic Covariates, and Effects on Final Course Grade. |
| Συγγραφείς: |
Weatherton M; Department of Biological Sciences, Louisiana State University, Baton Rouge, LA 70803., Aikens M; Department of Biological Sciences, University of New Hampshire, Durham, NH 03824. |
| Πηγή: |
CBE life sciences education [CBE Life Sci Educ] 2026 Jun 01; Vol. 25 (2), pp. ar20. |
| Τύπος έκδοσης: |
Journal Article |
| Γλώσσα: |
English |
| Στοιχεία περιοδικού: |
Publisher: American Society for Cell Biology Country of Publication: United States NLM ID: 101269039 Publication Model: Print Cited Medium: Internet ISSN: 1931-7913 (Electronic) Linking ISSN: 19317913 NLM ISO Abbreviation: CBE Life Sci Educ Subsets: MEDLINE |
| Imprint Name(s): |
Original Publication: Bethesda, MD : American Society for Cell Biology, c2006- |
| Ιατρικοί όροι (MeSH): |
Biology*/education , Demography* , Educational Measurement* , Curriculum*, Humans ; Students ; Female ; Male ; Universities |
| Περίληψη: |
Introductory science, technology, engineering, and mathematics (STEM) courses critically shape students' academic trajectories, but often present barriers that limit achievement and retention. Despite the abundance of resources intended to support students in these courses, little is known about how students differentially engage with them, and how patterns of engagement may relate to course outcomes and help-seeking behaviors more broadly. We examined resource use among 1944 students enrolled in introductory biology at seven U.S. universities. Latent class analysis identified four distinct profiles of engagement that varied in the frequency and type of resources used. Contrary to expectations, student characteristics (e.g., race, gender identity) were not strong predictors of profile membership. However, final course grade differed significantly among the profiles; students who reported frequent use of both social and material resources earned significantly lower grades than students in other profiles. These findings challenge assumptions that greater resource use universally supports academic success and instead suggest other factors, such as metacognition and course context, may be salient determinants of resource use behaviors and academic outcomes. This study offers novel insights into a modifiable aspect of student learning behavior, contributing to ongoing efforts to design more effective STEM learning experiences. |
| Competing Interests: |
Conflict of interests: The authors declare no financial conflict of interest. |
| Entry Date(s): |
Date Created: 20260414 Date Completed: 20260714 Latest Revision: 20260714 |
| Update Code: |
20260715 |
| PubMed Central ID: |
PMC13088199 |
| DOI: |
10.1187/cbe.25-09-0212 |
| PMID: |
41980090 |
| Βάση Δεδομένων: |
MEDLINE |