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Title: The relations between students’ belongingness, self-efficacy, and response to active learning
In this study, we examined the relation between students’ affective and behavioral response to active learning, the influence of students’ belongingness and their self-efficacy on these responses, and the moderating influence of students’ gender-identity. We found that, despite mean differences in value, positivity, and distraction, there were not gender differences in the pattern of relations between variables. For both groups, belongingness and self-efficacy independently predicted students’ affective response and their evaluation of the class. Belongingness also predicted students’ participation in class. These findings suggest that student-level factors play an important role in how students respond to active learning and that fostering an atmosphere that supports both self-efficacy and belongingness may be beneficial for all students.
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Annual meeting program American Educational Research Association
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National Science Foundation
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