Developent Self-regulation and Self-efficacy: A Cognitive Mechanism for Success of Biology Boot Camps

Abstract

The Louisiana State University Biology Intensive Orientation for Students (BIOS) Program has been found to be an effective retention initiative for freshman Biological Science majors (S. M. Wischusen, Wischusen, & Pomarico, 2010; S. M. Wischusen, Wischusen, W. E., 2007).  Students who attended the five-day camp out-perform their non-participant peers in introductory biology courses and have higher retention, progression and graduation rates. This study uses a cognitive view to explore the underlying factors, self-regulation and self-efficacy, namely that contribute to the program’s capacity to help students obtain sustainable academic success. The pre/post-test measurements of the Motivated Strategies for Learning Questionnaire, as well as qualitative measures, were employed to evaluate the program as a format for developing self-regulation and self-efficacy.  BIOS was also shown to calibrate students’ self-efficacy and self-regulation for optimal performance in Biology 1201, the introductory course for science majors. Camp participants exhibited higher self-efficacy, self-regulation, and final Biology 1201 grades than their non-BIOS peers.  These results offer insight into the mechanism behind the success of science boot camps and the role of motivation and metacognition in STEM retention initiatives.