How Personal Factors Influence Academic Behavior and GPA in African American STEM Students:

SAGE Open

Stephen Scherer¹ 

关键词: academics;    education;    social sciences;    achievement;    educational research;    emotion;    experimental psychology;    psychology;    educational psychology;    applied psychology;    higher education;    students;   

DOI  :  10.1177/2158244017704686

学科分类：社会科学、人文和艺术（综合）

来源: Sage Journals

【 摘 要 】

The United States has often been viewed as a leading force in technological advancement and scientific innovation. However, that may soon change with the low number of postsecondary degrees being awarded to students in science, technology, engineering, and mathematics (STEM). Without an adequate number of qualified individuals fueling the innovative drive of the nation, we are at risk of stagnation. Further compounding this issue is the low number of minority students awarded STEM degrees and jobs. Several researchers have addressed external and internal goal-related factors that lead to student attrition from STEM, but few have explored students’ personal factors that influence academic behavior (PIAB) and, subsequently, achievement. This study aimed to expand the current literature by developing a new model to assess the influence of PIABs on student success.

【 授权许可】

CC BY