Student Support-Seeking Behaviors in General Chemistry and Introductory Physics Courses (Record no. 44581)
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| fixed length control field | 02677nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231020165408.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231020b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Wally, Christopher M. |
| 245 ## - TITLE STATEMENT | |
| Title | Student Support-Seeking Behaviors in General Chemistry and Introductory Physics Courses |
| Remainder of title | : An Exploratory Study Using Simple Ego-Network Analysis Methodology (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington DC |
| Name of publisher | :American Chemical Society |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 2105-2115p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Chemical Society |
| Volume number/sequential designation | , Volume 100: Number 6, June 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: A little studied aspect of supporting students in large introductory STEM courses is examining from whom students seek information and advice when they are struggling in or need advice about issues related to large introductory courses. The current study explores student support-seeking behavior related to academic issues or concerns in their General Chemistry and Introductory Physics courses using a simple ego-network analysis survey approach. Students (n = 1,581) were asked to list specific individuals they went to for three different categories of support: advice, help, and emotional support; the role of these individuals (peer, faculty, student mentor, etc.); and frequency of contact with those individuals. Results indicate that nearly all students consulted others for support or information related to their courses and a majority of students (67–75%) sought input from others for all three categories: advice, help, and emotional support. Peers at the same institution were the most common role category sought for any reason (by 70–75% of students). Approximately half of students surveyed listed at least one faculty member and approximately half listed at least one academic advisor as a source of support. Other potential sources of support (e.g., peer leaders, student mentors, family) were sought by fewer students. Students also reported interacting most frequently with their peers, followed by faculty, and then advisors. Implications for STEM instructors are discussed, including suggestions for classroom practices that might promote students’ use of sources with the best knowledge of effective strategies for solving course-related problems, such as faculty and upper-level students in formal course-support roles. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Biology| Cross-disciplinary concepts| Mathematical methods| Order| Students| STEM Courses |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Miller, Kathryn G. | Frey, Regina F. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://pubs.acs.org/doi/10.1021/acs.jchemed.2c01068 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 20.10.2023 | Periodicals |