Introductory science, technology, engineering, and mathematics (STEM) courses critically shape students’ academic trajectories, but often present barriers that limit achievement and retention. Despite the abundance of resources intended to support students in these courses, little is known about how students differentially engage with them, and how patterns of engagement may relate to course outcomes and help-seeking behaviors more broadly. We examined resource use among 1944 students enrolled in introductory biology at seven U.S. universities. Latent class analysis identified four distinct profiles of engagement that varied in the frequency and type of resources used. Contrary to expectations, student characteristics (e.g., race, gender identity) were not strong predictors of profile membership. However, final course grade differed significantly among the profiles; students who reported frequent use of both social and material resources earned significantly lower grades than students in other profiles. These findings challenge assumptions that greater resource use universally supports academic success and instead suggest other factors, such as metacognition and course context, may be salient determinants of resource use behaviors and academic outcomes. This study offers novel insights into a modifiable aspect of student learning behavior, contributing to ongoing efforts to design more effective STEM learning experiences.
Weatherton et al. (Tue,) studied this question.