Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

Trujillo, Gloriana; Tanner, Kimberly D.

doi:10.1187/cbe.13-12-0241

Cited by 419Education, Achievement, and GiftednessScience Education and PedagogyCareer Development and Diversity

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

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Trujillo, Gloriana, Tanner, Kimberly D.·2014·CBE—Life Sciences Education

DOI 10.1187/cbe.13-12-0241PMC PMC3940464

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Abstract

While emphasis is often placed on assessing students' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students' learning.

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All students benefit from classroom cultures that promote self-efficacy, identity as a scientist, and sense of belonging in STEM.
“All students benefit from classroom cultures that promote self-efficacy, identity as a scientist, and sense of belonging in STEM (58)”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [58]
The paper’s sections on self-efficacy, sense of belonging, and science identity link each to student learning or persistence, and its discussion of teaching considers how classroom experiences shape these factors. Its focus is undergraduate biology, however; it does not establish that all students benefit from such classroom cultures across STEM. The indexed passages provide section labels but no page numbers. (LLM, conf=0.82)
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Student sense of belonging to a community has been shown to influence student academic motivation, student well-being, and student academic achievement.
“Student sense of belonging to a community has been shown to influence student academic motivation, student well-being, and student academic achievement (reviewed in Anderman and Freeman, 2004; Trujillo and Tanner, 2014).”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Trujillo and Tanner, 2014

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Feature Approaches to Biology Teaching and Learning Considering the Role of Affect in Learning: Monitoring Students ’ Self-Efficacy, Sense of Belonging, and Science Identity
Trujillo, G., & Tanner, K. D. (2016)
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Authors: Trujillo, G., & Tanner, K. D.
Affiliations: San Francisco State University (US)
Corresponding author: Tanner, Kimberly D.
Venue: CBE—Life Sciences Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2014-03
Volume: 13
Issue: 1
Pages: 6-15
ISSN: 1931-7913 (ISSN-L)
DOI: 10.1187/cbe.13-12-0241
PMC: PMC3940464
OpenAlex: W2168863950
Cited by: 419
References: 66
Citations by year: 2026: 26 · 2025: 36 · 2024: 69 · 2023: 57 · 2022: 37 · 2021: 48 · 2020: 53 · 2019: 30 · 2018: 23 · 2017: 16 · 2016: 9 · 2015: 13 · 2014: 1 · 2013: 1
FWCI: 18.09
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by-nc-sa
Locations: CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
PubMed Central (publishedVersion, cc-by-nc-sa)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Safety Research › Career Development and Diversity
Keywords: affect in learning, self-efficacy, sense of belonging, science identity, biology learning, student monitoring
MeSH terms: Biology, Humans, Learning, Residence Characteristics, Science, Students, Self Efficacy

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Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

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