PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Honorable Mention: Self-Regulation in Calculus I
Page: 16
Improving STEM retention is a major focus of universities and studies have shown calculus to be a barrier for STEM intending students. Prior to this study, local data indicated students did not pursue STEM fields because they were not passing calculus. In this work, I report on factors that impacted student success in Calculus I. In particular, I examined the relationship between final grades and self-reported self-regulatory aptitudes after accounting for incoming math aptitude. Results indicate self-regulatory aptitudes predict final grades above and beyond math aptitude. In addition, measures of self-regulation differed amongst high and under achievers as well as low and over achievers. This indicates self-regulation plays a role in student success. Furthermore, gender differences were present in measures of self-regulation which may be of importance for improving retention of women in STEM.