Self-regulated Learning, Systemic and Innovative Thinking in Women Studying STEM Careers: A Mastery Level Analysis

Morales L.D.G.; Nieblas C.A.; Portuguez-Castro M.I.; Velázquez A.P. · Lecture Notes in Educational Technology (2025) · DOI: 10.1007/978-981-96-5658-5_50

Resumen

Self-regulated learning and systemic and innovative thinking are critical for students’ academic success at all levels nowadays, particularly in higher education. This study aimed to analyze self-regulated learning and systemic and innovative thinking among women in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the university level. A quantitative study was performed analyzing data from a non-probabilistic sample of 190 women studying careers in the STEM, with ages between 19 and 35 years. The results indicated significant differences in self-management, motivation, self-monitoring, and innovative thinking in the different STEM disciplines. Mechanical engineering students exhibited high self-regulated learning and systemic thinking, while chemical and biological engineering students showed strong innovative thinking but lower self-regulation. These findings underscore the need for personalized STEM education programs that address specific strengths and areas for improvement. This paper discusses the implications for educational practice and the promotion of gender equity in STEM. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.

Instituciones: Pontificia Universidad Católica del Perú