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Creators/Authors contains: "Graham, Matthew C."

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  1. ; ; ; ; ; ; (, International Journal of Science Education)
    Full Text Available 
  2. ; ; ; ; ; ; (, Annual meeting program American Educational Research Association)
    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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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; (, Proceedings of the 2021 ASEE Annual Conference & Exposition)
    null (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; ; (, Journal of Visualized Experiments)
    Full Text Available