The DOI matches its Crossref record; 62 of the 66 references it cites were found in a registry or an index.
Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity
Open accessAbstract
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 (58)”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [58]
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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 (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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Citations
Cites
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Cited by
Sorted by citations
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387
Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology
Quillin, K., & Thomas, S. R. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.14-08-0128 · Cited by 378
The nature of science identity and its role as the driver of student choices
Vincent‐Ruz, P., & Schunn, C. D. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0140-5 · Cited by 309
Student engagement declines in stem undergraduates during COVID-19-driven remote learning
Wester, E. R., Walsh, L. L., Arango-Caro, S., & Callis-Duehl, K. L. (2021) · Journal of Microbiology & Biology Education · doi:10.1128/jmbe.v22i1.2385 · Cited by 182
Steinke, J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00716 · Cited by 158
Metadata
- Authors
- Trujillo, G., & Tanner, K. D.
- Affiliations
- San Francisco State University (US)
- Corresponding author
- Tanner, Kimberly D.
- Venue
- CBE—Life Sciences Education
- Published
- 2014-03
- Volume
- 13
- Issue
- 1
- Pages
- 6-15
- ISSN
- 1931-7913 (ISSN-L)
- 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
- 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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Applied Psychology › 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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