Summary
- The paper discusses strategies for understanding STEM students using social cognitive theory and the KAPA model of personality architecture
- Social cognitive theory looks at how environmental and personal factors interact to influence behaviors and development
- The KAPA model examines personality in terms of Knowledge, Abilities, Preferences, and Attitudes
- Understanding STEM students requires a holistic view of their cognitive, affective, and psychosocial development
- Factors like self-efficacy, outcome expectations, goals, and environmental supports influence STEM students' choices
- Educators should consider students' knowledge, skills, interests, and beliefs to best support their learning and development
KAPA model
- The KAPA model examines personality from the perspective of Knowledge, Abilities, Preferences, and Attitudes
- Knowledge: Refers to the academic understanding and factual information students have acquired over time. The tool could assess students' knowledge levels in different STEM subject areas.
- Abilities: Encompasses students' cognitive skills as well as practical/motor abilities relevant to STEM fields. Examples include skills like problem-solving, quantitative/spatial reasoning, and lab techniques.
- Preferences: Covers students' interests and tendencies that influence their motivations. This could include preferences for certain topics, independent or group work styles, and preferences for theoretical vs applied learning.
- Attitudes: Captures students' beliefs, values and emotional orientations toward STEM. It looks at attitudes both toward general concepts like science and specific classes. Attitudes also shape students' confidence and identity in STEM.
How could this be applied to SeeDegree?
- SeeDegree could provide data about students' knowledge, abilities, preferences, and attitudes as informed by the KAPA model to give advisors a holistic understanding of each student
- It could paint a multidimensional picture of their strengths, current development levels, and needs for advisors and provide a framework for understanding not just cognitive factors but also affective traits that impact students' engagement and persistence in STEM fields
- It could share information about students' self-efficacy and outcome expectations for STEM subjects, which influence their goals and persistence as discussed in social cognitive theory
- Environmental supports like mentorship opportunities or tutoring resources available to each student could also be included, as the paper notes these supports impact STEM students' choices