Analysis of students' self-efficacy, interest, and effort beliefs in general chemistry

2015 ◽  
Vol 16 (2) ◽  
pp. 318-337 ◽  
Author(s):  
Brent Ferrell ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Secondary School Student ◽  
College Level ◽  
Confirmatory Factor Analyses ◽  
First Semester ◽  
Chemistry Students

Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and effort beliefs to a college chemistry context. In addition, a chemistry-specific measure of self-efficacy was evaluated in a modified form. This set of scales was initially administered at two time points in a first-semester general chemistry course to a sample of undergraduates (n1= 373,n2= 294). Confirmatory factor analyses (CFA) were conducted to determine whether the scales were functional in a chemistry context. Following revision of the scales, all CFA models demonstrated acceptable fit to the data. Cross-validation of the revised scales was performed using two different populations (n= 432,n= 728), with both studies producing similar model fits. Furthermore, our data shows that chemistry majors reported higher self-efficacy and interest than non-science majors. Cronbach's alpha estimates ranged from 0.75 to 0.92 for the revised scales across all studies. This set of scales could provide useful tools for assessing general chemistry students' motivation and the motivational impacts of various teaching practices.

Connecting achievement motivation to performance in general chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 1054-1066 ◽  
Author(s):  
Brent Ferrell ◽  
Michael M. Phillips ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Chemistry Education ◽  
Situational Interest ◽  
Course Performance ◽  
Psychological Constructs ◽  
First Semester ◽  
Chemistry Students ◽  
Affective Processes

Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n= 170). We explored the connections that exist among these three constructs as well as their connections to course performance. Multiple regression and path analysis revealed that self-efficacy measured during week 12 was the strongest predictor of final course grade followed by situational interest. We also report that personal interest is a significant predictor of future self-efficacy. Our results add to the growing literature on psychological constructs within chemistry education by identifying variables related to motivation that have a significant connection to course performance among chemistry students. We briefly address how these variables could be targeted in the classroom.

Learning and studying strategies used by general chemistry students with different affective characteristics

2016 ◽  
Vol 17 (4) ◽  
pp. 675-684 ◽  
Author(s):  
Julia Y. K. Chan ◽  
Christopher F. Bauer
Keyword(s):  
General Chemistry ◽  
Learning Strategies ◽  
Study Strategies ◽  
Self Concept ◽  
Exam Performance ◽  
High Group ◽  
Home Study ◽  
Chemistry Students ◽  
Affective Characteristics ◽  
Exam Preparation

Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the three groups. Students in the high group (strongly positive affective characteristics) were more autonomous learners, reporting they understood the notes they took in lecture more frequently than the group with low (more negative) affective characteristics. The high group also relied less on tutors and teaching assistants for help when preparing for exams. Participating in explanatory behavior (with self or other students) was correlated positively with stronger exam performance, whereas rapt attention or assiduous note-taking in lecture was negatively correlated. The high and low affective groups were indistinct in their reports of amount of quality time spent studying, but did differ in their approach to using a practice exam as a resource.

How do general chemistry students’ impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?

2017 ◽  
Vol 18 (4) ◽  
pp. 785-797 ◽  
Author(s):  
Vickie M. Williamson ◽  
Caitlin J. Zumalt
Keyword(s):  
General Chemistry ◽  
Perceived Learning ◽  
Course Performance ◽  
First Semester ◽  
Chemistry Students ◽  
Course Grades ◽  
Survey Results ◽  
Level Of Understanding ◽  
Large Sections ◽  
Online Web

Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students’ perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap.

scholarly journals Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts

2021 ◽  
Vol 9 (2) ◽  
pp. 28-49
Author(s):  
Jonas Willems ◽  
Tine Van Daal ◽  
Peter Van Petegem ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Secondary Education ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Predictive Power ◽  
Academic Adjustment ◽  
Integrative Model ◽  
First Semester ◽  
Processing Strategies

This study tests an integrative model, which delineates how students’ academic motivation, academic self-efficacy and learning strategies (processing strategies and regulation strategies) at the end of secondary education impact academic adjustment in the first semester of the first year of higher education (FYHE) and subsequent academic achievement at the end of the FYHE, in two types of HE programmes. More precisely, the present study explores the extent to which the explanatory values of aforementioned determinants of academic adjustment and academic achievement differ across academic (providing more theoretical and scientific education) and professional (offering more vocational education that prepares students for a particular occupation, such as nursing) programmes. Hereto, multiple-group SEM analyses were carried out on a longitudinal dataset containing 1987 respondents (Academic programmes: N=1080, 54.4%; Professional programmes: N=907, 45.6%), using Mplus 8.3. Results indicate differences in the predictive power of determinants under scrutiny between professional and academic contexts. Firstly, learning strategies and motivational variables at the end of secondary education have more predictive power in the prediction of FYHE academic adjustment in the academic programmes than in professional programmes. Secondly, our results indicate that academic adjustment in the first semester of the FYHE influences academic achievement to a bigger extent in professional programmes than in academic programmes. Moreover, these differences across HE contexts were found after controlling for prior education. Implications of the findings are discussed.

An explanative basis for the differential performance of students with low math aptitude in general chemistry

2019 ◽  
Vol 20 (3) ◽  
pp. 570-593 ◽  
Author(s):  
Vanessa R. Ralph ◽  
Scott E. Lewis
Keyword(s):  
At Risk ◽  
General Chemistry ◽  
At Risk Students ◽  
First Semester ◽  
Chemistry Students ◽  
Solution Processes ◽  
Differential Performance ◽  
Low Performance ◽  
Academic Chemistry ◽  
Math Aptitude

Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond multiplication or division, and at-risk students who achieved proficiency with the mole concept and stoichiometry had no noticeable gaps in academic chemistry performance when compared to students scoring in the top three quartiles of math aptitude. Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry. Three hundred and forty-eight students responded to all survey prompts with 101 identified as at-risk. Findings suggest that while all students were observed to struggle in the conceptualization of the algorithms by which they execute solution processes, not-at-risk chemistry students were more likely to achieve correct answers via chemically implausible solution pathways. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry.

The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy

2017 ◽  
Vol 51 (2) ◽  
pp. 527-544 ◽  
Author(s):  
Noa Aharony ◽  
Hadas Gur
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Computer Use ◽  
Primary Source ◽  
Openness To Experience ◽  
First Year ◽  
First Semester ◽  
First Year University

The Internet is students’ primary source of information, and the question that arises is whether students know how to evaluate the information they find on the Web. The present research aimed to explore whether openness to experience, curiosity, learning strategies, technological skills, and self-efficacy in computer use are associated with undergraduate students’ information literacy level. The research was conducted in Israel during the first semester of the 2014 academic year and included 180 first-year university students. Seven questionnaires were used to gather data on personal details, information literacy, computer mastery, curiosity, and openness to experience, self-efficacy in computer use, and learning strategies. Results confirm that the personality characteristics of openness to experience and curiosity, as well as cognitive variables such as deep learning strategies, the perceptual variable of self-efficacy in computer use, and computer mastery affect students’ level of information literacy.

The effect that comparing molecular animations of varying accuracy has on students’ submicroscopic explanations

2017 ◽  
Vol 18 (4) ◽  
pp. 582-600 ◽  
Author(s):  
Resa M. Kelly ◽  
Sevil Akaygun ◽  
Sarah J. R. Hansen ◽  
Adrian Villalta-Cerdas
Keyword(s):  
General Chemistry ◽  
Experimental Evidence ◽  
Reaction Mechanisms ◽  
Redox Reaction ◽  
Molecular Level ◽  
Electron Exchange ◽  
The Other ◽  
First Semester ◽  
Chemistry Students ◽  
Solid Copper

In this qualitative study, we examined how a group of seventeen first semester General Chemistry students responded when they were shown contrasting molecular animations of a reduction–oxidation (redox) reaction between solid copper and aqueous silver nitrate for which they first viewed a video of the actual experiment. The animations contrasted in that they portrayed different reaction mechanisms for the redox reaction. One animation was scientifically accurate and reflected an electron exchange mechanism, while the other was purposefully inaccurate and represented a physical exchange between the ions. Students were instructed to critique each animation for its fit with the experimental evidence and to ultimately choose the animation that they felt best depicted the molecular level of the chemical reaction. Analyses showed that most students identified that the electron exchange animation was the more scientifically accurate animation; however, approximately half of the students revised their drawings to fit with the inaccurate physical exchange animation. In addition, nearly all students thought that both animations were correct and useful for understanding salient information about the redox reaction. The results indicate that when students are shown contrasting animations of varying accuracy they make errors in deciding how the animations are supported and refuted by the evidence, but the treatment is effective. Contrasting animations promote students to think deeply about how animations fit with experimental evidence and is a promising way to engage students to think deeply about animations.

scholarly journals The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy

2011 ◽  
Vol 29 ◽  
pp. 627-632 ◽  
Author(s):  
Masoud Gholamali Lavasani ◽  
Fatemeh Sadat Mirhosseini ◽  
Elahe Hejazi ◽  
Maryam Davoodi
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Self Regulation

scholarly journals Factors Relating Concentration Level of the First Semester Nursing Students of STIKes Patria Husada Blitar

2016 ◽  
Vol 3 (3) ◽  
pp. 247-252
Author(s):  
Erni Setiyorini
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Learning Strategies ◽  
Concentration Level ◽  
Educational Institutions ◽  
College Level ◽  
Chi Square ◽  
Future Studies ◽  
First Semester ◽  
Learning Modalities

Students are individuals who take college-level education and have a basic need to learn. Thelearning process is successful if the learning objectives is achieved. One cause of low quality and learningachievement of individuals largely due to the weaknesses in learning to concentrate. The purpose of thisstudy was: 1) to identify factors that affect the level of concentration of learning, 2) to identify theconcentration levels of student learning 3) to analyze the factors relating the concentrations level of thefirst semester nursing students of STIKes Patria Husada Blitar. The research design used cross sectionaldesign. The variables in this study were the factors that relate student learning concentration (environment,learning modalities, social and psychological) and the concentration level of learning. Thepopulation in this study was the first semester nursing students of STIKes Patria Husada Blitar. Thewhole population was used as the sample that was 23 people. The research was conducted on November22nd, 2016. The data collected by a questionnaire. Data analysis used Chi -Square. The results showed thatthe factors relating the level of concentration of the first semester nursing students of STIKes PatriaHusada Blitar was environmental factors (p = 0.001) and psychological factors (p = 0.008). The resultsof this research could be a baseline for future studies. For educational institutions, the results of thisresearch could be used as an input to develop learning strategies to improve students’ concentration.

scholarly journals Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Gert Vanthournout ◽  
David Gijbels ◽  
Liesje Coertjens ◽  
Vincent Donche ◽  
Peter Van Petegem
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Regulation ◽  
First Year ◽  
Freshmen Students ◽  
Academic Motivation Scale ◽  
Learning Strategy Use

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

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