FIGURE 5.

Relationships among course design features, collaboration, iteration, and discovery/relevance and students’ cognitive ownership (model A) and emotional ownership (model B). All significant relationships are solid arrows; and nonsignificant relationships are dashed arrows. Collaboration and discovery/relevance significantly and positively predicted students’ cognitive and emotional ownership, while iteration did not significantly predict either type of ownership. Discovery/relevance had the largest effect on both types of ownership compared with the other lab course design features. Altogether, the type of class a student was enrolled in (traditional lab or CURE) and the course design features explained 51% of the variance in students’ cognitive ownership (adjusted R² = 0.51) and 33% of the variance in students’ emotional ownership (adjusted R² = 0.33). *p < 0.05, **p < 0.01, ****p < 0.0001.