ArticleCBE life sciences education2023
The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed, 20 citations in OpenAlex.
- Life Science Students' Perceptions of Risk Associated with Social Metacognition.CBE life sciences education · 2026Article
- Reflective-dialogic classroom climate and adolescents' academic purpose: a multilevel moderated mediation model.Frontiers in psychology · 2026Article
- Training learning assistants to employ inclusive pedagogy and teaching tools in the classroom.Journal of microbiology & biology education · 2025Article
- An undergraduate biology pedagogy course curriculum for instructional apprentices.Journal of microbiology & biology education · 2025Article
- An undergraduate learning assistant perspective on career development.Journal of microbiology & biology education · 2025Article
- Accessible support at a national scale: the use and value of virtual learning assistants across multiple undergraduate institutions.Journal of microbiology & biology education · 2025Article
- Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learning assistant (LA) programs train undergraduate students to foster peer discussion and facilitate active-learning activities in undergraduate science, technology, engineering, and mathematics (STEM) classes. Students who take courses that are supported by LAs demonstrate better conceptual understanding, lower failure rates, and higher satisfaction with the course. There is less work, however, on the impact that participating in LA programs has on the LAs themselves. The current study implements a pretest-posttest design to assess changes in LAs' metacognition and motivation to succeed in STEM across their first and second quarters as an LA. Our findings suggest that participating in this program may help LAs become more reflective learners, as was demonstrated by an increase in their scores on the Metacognitive Awareness Inventory (MAI) after the first quarter. LAs also showed increases on the Intrinsic Motivation and Self-Efficacy subscales of the Science Motivation Questionnaire. Students who participated in the program for an additional quarter continued to show increases in their MAI scores and maintained the gains that were observed in their motivation. Taken together, this work suggests that, in addition to benefiting the learner, LA programs may have positive impacts on the LAs themselves.
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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.