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SELF-REGULATED LEARNING: DIFFERENCES IN STEMM AND NON-STEMM UNDERGRADUATES
Abstract
holistic system in psychology, where motivation, metacognition, learning skills and regulation of internal (e.g. concentration) and external resources (e.g. time) are evenly important in the prediction of academic success in university. Objective: To study the predictors of self-regulated learning (learning skills, motivation and resource regulation) in academic performance among STEMM (Science, Technology, Engineering, Mathematics and Medicine), respectively non-STEMM undergraduates (N= 106). Method: The study was designed as a correlational research. We applied the LASSI: Learning and Study Strategies Inventory- 2nd edition and gathered objective performance criteria derived from high-school records (Baccalaureate Score/ SAT equivalent) and from current outcome assessments of the students (weighted Grade Point Average, GPA), considering the differentiation of the fields of study, in a predictive analysis. Results: Hierarchical multiple regression analysis results show different self-regulated learning predictors of undergraduate academic success in STEMM and non-STEMM fields of study. The SKILL and WILL factors of LASSI predicted success in the STEMM field, explaining more than 40% in weighted GPA variance, while the SELF-REGULATION factor predicted success in the non-STEMM field, explaining 24% from weighted GPA variance. In both cases we controlled statistically for age, gender and former academic results (Baccalaureate Score/ SAT Equivalent). Conclusions: The field of study where undergraduates enroll to seems to require specific self-regulated learning components. The non-STEMM undergraduates are the most exposed to the risk of a low level in self-regulated learning. Implications are argued in the context of possible long-term risks of the preferred strategies employed differentially, related to the field of study.
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