Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity

In addition to their prior conceptual biology knowledge, students bring numerous other factors into their undergraduate biology learning environments. They bring their career goals and their biases about whether the subject is one they are comfortable learning. Students also bring their “lived experience” as it pertains to biology: some knowledge about the academic culture of biology and perceptions about whether they as students will feel comfortable in this culture...