ArticleCBE life sciences education2021
Nipped in the Bud: COVID-19 Reveals the Malleability of STEM Student Self-Efficacy.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed.
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience.Journal of microbiology & biology education · 2024Article
- Article
- "Attending lectures in your pyjamas": student agency in constrained circumstances.Higher education · 2022Article
- College, Interrupted: Profiles in First-Year College Students Responses to the COVID-19 Pandemic Across One Year.Emerging adulthood (Print) · 2022Article
- Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course.CBE life sciences education · 2022Article
- Navigating the "COVID hangover" in physiology courses.Advances in physiology education · 2022Article
- Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students.Frontiers in psychology · 2021Article
- Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning.AERA openArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
When a global pandemic hits during a longitudinal study of biology student success, researchers can unearth rich information about student resilience. By sharing case studies from two demographically different midsized 4-year institutions, this article illustrates the aspects of student self-efficacy beliefs that were undercut by the shift to emergency remote instruction (ERI) in introductory biology courses in Spring 2020: agency and belonging. By assessing student predictions of exam performance and analyzing themes from 276 student narrative surveys, we highlight the power of a careful balance between cognitive and social interventions to help students recover. Students in this study showed a 50% loss of efficacy beliefs after ERI (midsemester) but were able to improve to at least 75% above starting efficacy beliefs after instructor interventions. Thus, we also show how academic efficacy is highly malleable and is mediated in relationships. In turn, we demonstrate a new assessment model that uses student narrative writing to reveal "invisible" threats to students' perceptions of their capacity to succeed. Finally, we generalize from their findings to provide recommendations for effective strategies for supporting those students for whom every semester feels like a pandemic.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.