Skip to main content

Advertisement

SpringerLink
Log in

Self-regulation and STEM persistence in minority and non-minority students across the first year of college

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

Psychological factors have been implicated in STEM persistence but remain poorly understood. In particular, the role of self-regulation—the cognitive, behavioral, and emotional skills that allow individuals to work efficiently toward their desired goals, especially when under stress—has received minimal attention. Psychological factors may be particularly important for persistence by underrepresented minority (URM) students, many of whom face significant barriers to success in STEM. We examined the extent to which self-regulation predicts STEM persistence in 755 STEM students and whether minority status moderated self-regulation’s associations with STEM persistence. We found minimal differences in self-regulation styles between URM and nonunderrepresented minority students. Baseline cognitive-emotional self-regulation predicted intentions to persist in a science career, using alcohol and drugs to cope with stress predicted less persistence in STEM major across the year, and only URM status predicted end-of-year GPA. Cognitive-emotional self-regulation was more strongly related to intentions to persist for URMs, and use of humor coping was related to lower GPA especially for URMs. Future research is needed on self-regulation skills and students’ trajectories of STEM success.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Aspinwall, L. G., & Taylor, S. E. (1992). Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology, 63, 989–1003. https://doi.org/10.1037/0022-3514.63.6.989.

    Article  Google Scholar 

  • Augustine, A. A., & Hemenover, S. H. (2009). On the relative effectiveness of affect regulation strategies: A meta-analysis. Cognition and Emotion, 23, 1181–1220. https://doi.org/10.1080/02699930802396556.

    Article  Google Scholar 

  • Barlow, A. E. L., & Villarejo, M. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41, 861–881. https://doi.org/10.1002/tea.20029.

    Article  Google Scholar 

  • Ben-Zur, H. (2009). Coping styles and affect. International Journal of Stress Management, 16, 87–101. https://doi.org/10.1037/a0015731.

    Article  Google Scholar 

  • Blom, G. (1958). Statistical estimates and transformed beta-variables. New York, NY: Wiley.

    Google Scholar 

  • Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. https://doi.org/10.1016/j.cedpsych.2016.08.003.

    Article  Google Scholar 

  • Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the Brief COPE. International Journal of Behavioral Medicine, 4, 92–100. https://doi.org/10.1207/s15327558ij.

    Article  Google Scholar 

  • Carver, C. S., & Connor-Smith, J. (2010). Personality and coping. Annual Review of Psychology, 61, 679–704. https://doi.org/10.1146/annurev.psych.093008.100352.

    Article  Google Scholar 

  • Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Carver, C. S., & Scheier, M. F. (2013). Goals and emotion. In M. D. Robinson, E. R. Watkins, & E. Harmon-Jones (Eds.), Guilford handbook of cognition and emotion (pp. 176–194). New York, NY: Guilford.

    Google Scholar 

  • Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267–283. https://doi.org/10.1037/0022-3514.56.2.267.

    Article  Google Scholar 

  • Casillas, A., Robbins, S., Allen, J., Kuo, Y. L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104, 407–420. https://doi.org/10.1037/a0027180.

    Article  Google Scholar 

  • Chang, M. J., Cerna, O., Han, J., & Saenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31, 433–464. https://doi.org/10.1353/rhe.0.0011.

    Article  Google Scholar 

  • Chen, X., & Soldner, M. (2014). STEM attrition: College students’ paths into and out of STEM: Fields statistical analysis report. Washington, D.C.: National Center for Education Statistics. Retrieved from www.nces.ed.gov/pubs2014/201400.rev.pdf.

  • Cheng, C., & Cheung, M. W. L. (2005). Cognitive processes underlying coping flexibility: Differentiation and integration. Journal of Personality, 73, 859–886. https://doi.org/10.1111/j.1467-6494.2005.00331.x.

    Article  Google Scholar 

  • Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social psychological intervention. Science, 313, 1307–1310. https://doi.org/10.1126/science.1128317.

    Article  Google Scholar 

  • Davis, H. A., DiStefano, C., & Schutz, P. A. (2008). Identifying patterns of appraising tests in first-year college students: Implications for anxiety and emotion regulation during test taking. Journal of Educational Psychology, 100, 942–960. https://doi.org/10.1037/a0013096.

    Article  Google Scholar 

  • Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 125–153). Hoboken, NJ: Wiley.

    Google Scholar 

  • Eisenberg, N., Smith, C. L., & Spinrad, T. L. (2016). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: research, theory, and applications (3rd ed., pp. 458–478). New York, NY: Guilford.

    Google Scholar 

  • El Ansari, W., Stock, C., & Mills, C. (2013). Is alcohol consumption associated with poor academic achievement in university students? International Journal of Preventive Medicine, 4, 1175–1188.

    Google Scholar 

  • Ellsworth, P. C., & Scherer, K. R. (2003). Appraisal processes in emotion. In R. J. Davidson, K. R. Sherer, & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 572–595). New York, NY: Oxford University Press.

    Google Scholar 

  • Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81, 209–240. https://doi.org/10.17763/haer.81.2.92315ww157656k3u.

    Article  Google Scholar 

  • Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutierrez, C. G., et al. (2016). Improving underrepresented minority student persistence in STEM. CBE Life Sciences Education, 9, es5. https://doi.org/10.1187/cbe.16-01-0038.

    Article  Google Scholar 

  • Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103, 206–212. https://doi.org/10.1037/a0020743.

    Article  Google Scholar 

  • Galla, B. M., & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109, 508–525. https://doi.org/10.1037/pspp0000026.

    Article  Google Scholar 

  • Gard, T., Noggle, J. J., Park, C. L., Vago, D. R., & Wilson, A. (2014). Potential self-regulatory mechanisms of yoga for psychological health. Frontiers in Human Neuroscience, 8, 1–20. https://doi.org/10.3389/fnhum.2014.00770.

    Article  Google Scholar 

  • Green, S. B., & Babyak, M. A. (1997). Control of type I errors with multiple tests of constraints in structural equation modeling. Multivariate Behavioral Research, 32, 39–51. https://doi.org/10.1207/s15327906mbr3201_2.

    Article  Google Scholar 

  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348–362. https://doi.org/10.1037/0022-3514.85.2.348.

    Article  Google Scholar 

  • Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). New York, NY: Guilford.

    Google Scholar 

  • Ham, L. S., & Hope, D. A. (2003). College students and problematic drinking: A review of the literature. Clinical Psychology Review, 23, 719–759.

    Article  Google Scholar 

  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089–1113. https://doi.org/10.1007/s10763-014-9526-0.

    Article  Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562–575. https://doi.org/10.1037//0022-0663.94.3.562.

    Article  Google Scholar 

  • Harackiewicz, J., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2015). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111, 745–765. https://doi.org/10.1037/pspp0000075.

    Article  Google Scholar 

  • Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191–205. https://doi.org/10.1177/1094428104263675.

    Article  Google Scholar 

  • Heatherton, T. F. (2011). Neuroscience of self and self-regulation. Annual Review of Psychology, 62, 363–390. https://doi.org/10.1146/annurev.psych.121208.131616.

    Article  Google Scholar 

  • Hernandez, P., Schultz, P., Estrada, M., Woodcock, A., & Chance, R. (2013). Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology, 105, 89–107. https://doi.org/10.1037/a0029691.

    Article  Google Scholar 

  • Holland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers: Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical, and content knowledge competencies. Journal of Educational Computing Research, 54, 196–224. https://doi.org/10.1177/0735633115615129.

    Article  Google Scholar 

  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185. https://doi.org/10.1007/bf02289447.

    Article  Google Scholar 

  • Huang, G., Taddese, N., & Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education (No. NCES 2000601).Washington, D.C.: National Center for Education Statistics.

  • Hurtado, S., Cerna, O. S., Chang, J. C., Sàenz, V. B., Lopez, L. R., Mosqueda, C., Oseguera, L., Chang, M. J., & Korn, W. S. (2006). Aspiring scientists: Characteristics of college freshmen interested in the biomedical and behavioral sciences. Los Angeles: Higher Education Research Institute. Retrieved from https://heri.ucla.edu/PDFs/NIH/Summer%20Report.PDF.

  • Hurtado, S., Eagan, M. K., Cabrera, N. I., Lin, M. H., Park, J., & Lopez, M. (2008). Training future scientists: Predicting first year minority participation in health sciences research. Research in Higher Education, 49, 126–152. https://doi.org/10.1007/s11162-007-9068-1.

    Article  Google Scholar 

  • Hurtado, S., Eagan, M. K., & Chang, M. (2010). Degrees of success: Bachelor’s degree completion rates among initial STEM majors. Higher Education Research Institute at UCLA. Retrieved from https://www.heri.ucla.edu/nih/downloads/2010%20-%20Hurtado,%20Eagan,%20Chang%20-%20Degrees%20of%20Success.pdf.

  • Hurtado, S., Egan, K., & Hughes, B. (2012). Priming the pump or the sieve: Institutional contexts and URM STEM degree attainments. Paper presented at the Annual Forum of the Association of Institutional Research, New Orleans, LA.

  • Judd, C. M., McClelland, G. H., & Ryan, C. S. (2009). Outliers and ill-mannered error. In C. M. Judd, G. H. McClelland, & C. S. Ryan (Eds.), Data analysis: A model comparison approach data analysis: A model comparison approach (2nd ed., p. 328). New York, NY: Routledge.

    Google Scholar 

  • Kelley, W. M., Wagner, D. D., & Heatherton, T. F. (2015). In search of a human self-regulation system. Annual Review of Neuroscience, 38, 389–411. https://doi.org/10.1146/annurev-neuro-071013-014243.

    Article  Google Scholar 

  • Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. In J. Kinkead (Ed.), Valuing and supporting undergraduate research. New directions for teaching and learning (pp. 5–17). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Koole, S. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23, 4–41. https://doi.org/10.1080/02699930802619031.

    Article  Google Scholar 

  • Kuiper, N. A., & Martin, R. A. (1998). Is sense of humor a positive personality characteristics? In W. Ruch (Ed.), The sense of humor: Explorations of personality characteristics (pp. 159–178). New York, NY: Mouton de Gruyter.

    Chapter  Google Scholar 

  • Larson, L. M., Pesch, K. M., Surapaneni, S., Bonitz, V. S., Wu, T. F., & Werbel, J. D. (2015). Predicting graduation: The role of mathematics/science self-efficacy. Journal of Career Assessment, 23, 399–409. https://doi.org/10.1177/1069072714547322.

    Article  Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, coping, & appraisal. New York, NY: Springer.

    Google Scholar 

  • Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 399–409. https://doi.org/10.1126/science.1261757.

    Article  Google Scholar 

  • Luszczynska, A., Diehl, M., Gutiérrez-Doña, B., Kuusinen, P., & Schwarzer, R. (2004). Measuring one component of dispositional self-regulation: Attention control in goal pursuit. Personality and Individual Differences, 37, 555–566. https://doi.org/10.1016/j.paid.2003.09.026.

    Article  Google Scholar 

  • MacPhee, D., Farro, S., & Canetto, S. S. (2013). Academic self-efficacy and performance of underrepresented STEM majors: Gender, ethnic, and social class patterns. Analysis of Social Issues and Public Policy, 13, 347–369. https://doi.org/10.1111/asap.12033.

    Article  Google Scholar 

  • Martin, R. A., & Lefcourt, H. M. (1983). Sense of humor as a moderator of the relation between stressors and mood. Journal of Personality and Social Psychology, 45, 1313–1324. https://doi.org/10.1037/0022-3514.45.6.1313.

    Article  Google Scholar 

  • Maton, K. I., Hrabowski, F. A., & Schmitt, C. L. (2000). African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff scholars. Journal of Research in Science Teaching, 37, 629–654. https://doi.org/10.1002/1098-2736(200009)37.

    Article  Google Scholar 

  • McGraw, A. P., & Warren, C. (2010). Benign violations: Making immoral behavior funny. Psychological Science, 21, 1141–1149. https://doi.org/10.1177/0956797610376073.

    Article  Google Scholar 

  • Nezu, A. M., Nezu, C. M., & Blissett, S. E. (1988). Sense of humor as a moderator of the relation between stressful events and psychological distress: A prospective analysis. Journal of Personality and Social Psychology, 54(3), 520–525.

    Article  Google Scholar 

  • President’s Council of Advisors on Science and Technology (PCAST). (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: U.S. Government Office of Science and Technology.

    Google Scholar 

  • Reevy, G. M., & Maslach, C. (2001). Use of social support: Gender and personality differences. Sex Roles, 44, 437–459. https://doi.org/10.1023/A:1011930128829.

    Article  Google Scholar 

  • Robbins, S. R., Casillas, A., Peterson, C. H., & Le, H. (2006). Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology, 98, 598–616. https://doi.org/10.1037/0022-0663.98.3.598.

    Article  Google Scholar 

  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288. https://doi.org/10.1037/0033-2909.130.2.261.

    Article  Google Scholar 

  • Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M., et al. (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational Evaluation Policy Analysis, 33, 95–114. https://doi.org/10.3102/0162373710392371.

    Article  Google Scholar 

  • Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137, 421–442. https://doi.org/10.1037/a0022777.

    Article  Google Scholar 

  • Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129, 216–269. https://doi.org/10.1037/0033-2909.129.2.216.

    Article  Google Scholar 

  • Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annual Review of Psychology, 58, 119–144. https://doi.org/10.1146/annurev.psych.58.110405.085705.

    Article  Google Scholar 

  • Swail, W. S., Redd, K. E., & Perna, L. W. (2003). Retaining minority students in higher education: A framework for success. ASHE-ERIC higher education report, 30(2). U.S. Department of Education. Retrieved from http://www.educationalpolicy.org/pdf/Swail_Retention_Book.pdf.

  • Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x.

    Article  Google Scholar 

  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Thorson, J. A., Powell, F. C., Sarmany-Schuller, I., & Hampes, W. P. (1997). Psychological health and sense of humor. Journal of Clinical Psychology, 53, 605–619. https://doi.org/10.1002/(SICI)1097-4679(199710)53:6<605::AID-JCLP9>3.0.CO;2-I.

    Article  Google Scholar 

  • Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41, 321–327. https://doi.org/10.1007/BF02293557.

    Article  Google Scholar 

  • Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin & E. Helmes (Eds.), Problems and solutions in human assessment (pp. 41–71). Boston, MA: Kluwer.

    Chapter  Google Scholar 

  • Vermetten, Y. J., Vermunt, J. D., & Lodewijks, H. G. (1999). A longitudinal perspective on learning strategies in higher education: Different viewpoints towards development. British Journal of Educational Psychology, 69, 221–242. https://doi.org/10.1348/000709999157699.

    Article  Google Scholar 

  • Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–86. https://doi.org/10.1037/0022-3514.92.1.82.

    Article  Google Scholar 

  • Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: A meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological Bulletin, 138, 775–808. https://doi.org/10.1037/a0027600.

    Article  Google Scholar 

  • Wechsler, H., Dowdall, G. W., Davenport, A., & Castillo, S. (1995). Correlates of college student binge drinking. American Journal of Public Health, 85, 921–926. https://doi.org/10.2105/AJPH.85.7.921.

    Article  Google Scholar 

  • Wills, T. A. (1986). Stress and coping in early adolescence: Relationships to substance use in urban school samples. Health Psychology, 5, 503–529. https://doi.org/10.1037/0278-6133.5.6.503.

    Article  Google Scholar 

  • Wolniak, G. C. (2016). Examining STEM bachelor’s degree completion for students with differing propensities at college entry. Journal of College Student Retention: Research, Theory & Practice, 18, 287–309. https://doi.org/10.1177/1521025115622782.

    Article  Google Scholar 

  • Wood, W. (2016). The role of habits in self-control. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (3rd ed., pp. 95–108). New York, NY: Guilford.

    Google Scholar 

  • Zell, A. L., & Baumeister, R. F. (2013). How religion can support self-control and moral behavior. In R. F. Paloutzian & C. L. Park (Eds.), Handbook of the psychology of religion and spirituality (pp. 498–516). New York, NY: Guilford.

    Google Scholar 

  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17. https://doi.org/10.1207/s15326985ep2501_2.

    Article  Google Scholar 

  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on attainment in a writing course. American Educational Research Journal, 29, 845–862. https://doi.org/10.2307/1163397.

    Article  Google Scholar 

Download references

Funding

Funding was provided by National Institute of General Medical Sciences (Grant No. 1R01GM107707).

Author information

Authors and Affiliations

  1. Department of Psychological Sciences, University of Connecticut, Storrs, CT, 06269, USA

    Crystal L. Park, Michelle K. Williams, V. Bede Agocha, Lauren M. Carney, Andrea E. DePetris & Sharon Y. Lee

  2. West Virginia University, Morgantown, USA

    Paul R. Hernandez

Authors
  1. Crystal L. Park
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michelle K. Williams
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Paul R. Hernandez
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. V. Bede Agocha
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Lauren M. Carney
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Andrea E. DePetris
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Sharon Y. Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Crystal L. Park.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOCX 15 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Park, C.L., Williams, M.K., Hernandez, P.R. et al. Self-regulation and STEM persistence in minority and non-minority students across the first year of college. Soc Psychol Educ 22, 91–112 (2019). https://doi.org/10.1007/s11218-018-9465-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-018-9465-7

Keywords

Search

Navigation