The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.
Student engagement declines in stem undergraduates during COVID-19-driven remote learning
Open accessAbstract
We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students' frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students' sense of belonging and self-efficacy; and emotional engagement, including students' attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester. We found that while overall behavioral engagement did not change, students participated less frequently in class discussions but met with professors more often outside of class. We saw no significant change in cognitive engagement, indicating that while students' sense of belonging and self-efficacy ideally increases over the course of the semester, in this case, it did not. Most alarmingly, we found a significant decrease in emotional engagement, with students reporting a drastic decline in positive attitudes toward science. Students' reported stress levels remained unchanged, and students reported a slight increase in their perceived value of the science course they were taking. These data shed light on how the transition to online learning had an overall negative impact on undergraduate student engagement in science courses.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Figures
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“These alternative media of communication were often accompanied by decreasing levels of engagement and satisfaction of learners (Wester et al., 2021; Hollister et al., 2022).”
From Proactive and reactive engagement of artificial intelligence methods for education: a review (2023) · cites this paper as Wester et al., 2021
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,451
The need to belong: Desire for interpersonal attachments as a fundamental human motivation.
Baumeister, R. F., & Leary, M. R. (1995) · Psychological Bulletin · doi:10.1037//0033-2909.117.3.497 · Cited by 23,245
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · cited 1×
“Behavioral engagement refers to the student ’ s participation in academic or social activities; cognitive engagement is de fi ned by a student ’ s ability to comprehend new ideas and master intellectually challenging skills; and emotional engagement includes emotional reactions, both positive and…”
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17051729 · Cited by 9,923
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745 · cited 1×
“While a decrease in self-ef fi cacy as a result of increased stress and anxiety could have important impacts on student persistence and performance in classes (57), even a lack of change should be considered problematic when improvement is considered one of the basic unwritten goals of any course.”
Leaving College: Rethinking the Causes and Cures of Student Attrition
Bean, J. P., & Tinto, V. (1988) · The Journal of Higher Education · doi:10.2307/1982243 · Cited by 7,408
What Matters in College? Four Critical Years Revisited.
Feldman, K. A., & Astin, A. W. (1994) · The Journal of Higher Education · doi:10.2307/2943781 · Cited by 5,728
Holmes, E. A., O'Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen Silver, R., Everall, I., et al. (2020) · The Lancet Psychiatry · doi:10.1016/s2215-0366(20)30168-1 · Cited by 5,715
Student Involvement: A Developmental Theory for Higher Education
Astin, A. W. (2014) · Routledge eBooks · doi:10.4324/9781315051888-15 · Cited by 5,251
Research works printed but not linked: 8
- Fox K Bryant G Lin N Srinivasan N. 2020. Time for Class – COVID-19 edition part 1: a national survey of faculty during COVID-19. https://www.everylearnereverywhere.org/wp-content/uploads/TimeforClass-COVID19-Part-1-NationalFacultySurvey-Final.pdf.
- Casey N. 4 April 2020. College made them feel equal. The virus exposed how unequal their lives are. The New York Times.
- Levin D. 8 April 2020. “I’m in high school again”: virus sends college students home to parents, and their rules. The New York Times.
- President’s Council of Advisors on Science and Technology. 2012. Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President, Washington, DC.
- 10.1037/0033-2909.117.3.497 · DOI · Paper page
- Thomas L. 2012. Building student engagement and belonging at a time of change in higher education. Paul Hamlyn Foundation, London, UK.
- Schwarzer R, Jerusalem M. 1995. Generalized self-efficacy scale, p 35–37. In Weinman J, Wright S, Johnston M, Measures in health psychology: a user’s portfolio. Causal and control beliefs. NFER-NELSON, Windsor, UK.
- Olave BJ. 2019. Self-efficacy and academic performance among college students: analyzing the effects of team-based learning. Master’s thesis California State University Long Beach CA.
Cited by
Sorted by citations
E-learning in health professions education during the COVID-19 pandemic: a systematic review
Naciri, A., Radid, M., Kharbach, A., & Chemsi, G. (2021) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2021.18.27 · Cited by 202
Meng, Q., & Zhang, Q. (2023) · Sustainability · doi:10.3390/su15075767 · Cited by 291
Impact of online learning on student's performance and engagement: a systematic review
Akpen, C. N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024) · Discover Education · doi:10.1007/s44217-024-00253-0 · Cited by 205
“Student engagement during online learning was reported in ten of the reviewed articles [2, 10, 12, 13, 18, 29, 35–37 , 41].”
Proactive and reactive engagement of artificial intelligence methods for education: a review
Mallik, S., & Gangopadhyay, A. (2023) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2023.1151391 · Cited by 139
Gherghel, C., Yasuda, S., & Kita, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104795 · Cited by 115
Metadata
- Authors
- Wester, E. R., Walsh, L. L., Arango-Caro, S., & Callis-Duehl, K. L.
- Affiliations
- Donald Danforth Plant Science Center (US)
- Donald Danforth Plant Science Center, St. Louis, Missouri, USA 63132
- Corresponding author
- Callis-Duehl, Kristine L.
- Venue
- Journal of Microbiology & Biology Education
- Publisher
- American Society for Microbiology
- Published
- 2021-04-30
- Volume
- 22
- Issue
- 1
- ISSN
- 1935-7877 (ISSN-L)
- 1935-7885
- PMC
- PMC8046661
- OpenAlex
- W3154814883
- Cited by
- 182
- References
- 57
- Citations by year
- 2026: 12 · 2025: 32 · 2024: 37 · 2023: 45 · 2022: 44 · 2021: 12
- FWCI
- 60.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of Microbiology and Biology Education (publishedVersion, cc-by-nc-nd)
- PubMed Central (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- student engagement, STEM undergraduates, COVID-19 pandemic, distance education, online learning, behavioral engagement, cognitive engagement, emotional engagement, sense of belonging, self-efficacy, attitudes toward science, student stress, instructor-student interaction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
