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. The goal of this study is to report on factors related to student success in first-semester calculus. In particular, taking into account incoming math aptitude, the relationship between final grades and self-reported self-regulatory aptitudes were examined. Self-regulatory aptitudes include self-reported measures of motivational orientations and use of learning strategies. Results indicate self-regulatory aptitudes predict final grades above and beyond math aptitude. In this study, math aptitude alone predicted 32% of variance in students’ final calculus grades. However, adding in measures of self-regulation, the model was able to predict 48% of variance. 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.

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第一学期微积分的自我调节

提高STEM保留率是大学的主要重点，研究表明，微积分是STEM打算学习的学生的障碍。在进行这项研究之前，当地数据表明，学生未参加STEM领域，因为他们没有通过微积分。这项研究的目的是报告与第一学期微积分的学生成功相关的因素。特别是，考虑到传入的数学能力，检查了最终成绩与自我报告的自我调节能力之间的关系。自我调节能力包括自我报告的动机取向和学习策略的使用量度。结果表明，自我调节能力预测的最终成绩将超过数学能力。在这项研究中，仅数学能力预测了学生最终微积分成绩的32％差异。然而，加上自我调节的措施，该模型能够预测48％的方差。此外，在高成就者和低成就者之间以及低成就者和高成就者之间，自我调节的措施也有所不同。这表明自我调节在学生的成功中发挥着作用。此外，自我调节措施中存在性别差异，这对于提高女性在STEM中的留存率可能很重要。