{"id":297,"date":"2024-12-17T00:25:39","date_gmt":"2024-12-17T04:25:39","guid":{"rendered":"https:\/\/bonstewart.com\/belonging\/?p=297"},"modified":"2024-12-17T00:25:40","modified_gmt":"2024-12-17T04:25:40","slug":"motivation-and-sense-of-belonging-in-the-large-enrollment-introductory-general-and-organic-chemistry-remote-courses-cox-et-al-2021","status":"publish","type":"post","link":"https:\/\/bonstewart.com\/belonging\/annotatedbibliography\/motivation-and-sense-of-belonging-in-the-large-enrollment-introductory-general-and-organic-chemistry-remote-courses-cox-et-al-2021\/","title":{"rendered":"Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses (Cox et al., 2021)"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">The study found that the shift to remote learning during the COVID-19 pandemic had a differential impact on students based on their demographics. Sophomore students reported the greatest decrease in motivation and satisfaction with their performance. Female students experienced lower motivation and a diminished sense of belonging in the course and STEM fields. Black\/African students had lower motivation for remote learning compared to Asian\/Pacific Islander and White\/Caucasian students. White\/Caucasian and Black\/African students reported a lower sense of belonging in the course and STEM fields than Asian\/Pacific Islander students. No significant differences were observed based on first-generation status. These findings highlight the need to consider the unique challenges faced by specific student populations when transitioning to remote or hybrid learning environments in STEM courses.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cox, C. T., Stepovich, N., Bennion, A., Fauconier, J., &amp; Izquierdo, N. (2021). Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses. <em>Education Sciences<\/em>, <em>11<\/em>. <a href=\"https:\/\/eric.ed.gov\/?id=EJ1314362\">https:\/\/eric.ed.gov\/?id=EJ1314362<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The study found that the shift to remote learning during the COVID-19 pandemic had a differential impact on students based on their demographics. Sophomore students reported the greatest decrease in motivation and satisfaction with their performance. Female students experienced lower motivation and a diminished sense of belonging in the course and STEM fields. Black\/African students [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,46],"tags":[],"class_list":["post-297","post","type-post","status-publish","format-standard","hentry","category-annotatedbibliography","category-onlinelearning"],"_links":{"self":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/297","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/comments?post=297"}],"version-history":[{"count":1,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/297\/revisions"}],"predecessor-version":[{"id":298,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/posts\/297\/revisions\/298"}],"wp:attachment":[{"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/media?parent=297"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/categories?post=297"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bonstewart.com\/belonging\/wp-json\/wp\/v2\/tags?post=297"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}