General chemistry is a required first step for students who wish to pursue a career in science or health professions. The course often has low rates of student success and as a result serves as a gateway limiting access to science fields. This study seeks to better understand factors that are related to student success in general chemistry by focusing on the affective domain, in this case students' self-concept, or self-evaluation of ability as it pertains to a specific field of study. First, a profile of students' self-concept in the general chemistry setting is created. Next, the relationship between self-concept and success in the course is investigated, including examining the role of self-concept after taking into account a cognitive measure (SAT scores). This study is unique in that evidence is found for the impact of self-concept after taking into account a cognitive measure. Finally, the effect of a semester-long, inquiry-oriented learning environment on students' self-concept is described. Suggested interventions to improve student self-concept are also discussed.

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A series of N-confused tetraphenylporphyrins (H(2)NCTPPs) with substituents on either the para- or the 3,5-positions of the meso phenyl rings were prepared using Lindsey conditions. Both electron-withdrawing and electron-donating groups were chosen in order to probe the effects of peripheral substitution on the properties of the macrocycles. The series includes 5,10,15,20-tetra-(4-R-phenyl) N-confused porphyrins (where R = bromo (1), iodo (2), cyano (3), methoxy (4), 2',5'-dimethoxyphenyl (5), or ethynyl (6)) and 5,10,15,20-(3,5-di-tert-butylphenyl) N-confused porphyrin (7). Absorption and steady-state fluorescence measurements were carried out, and quantum yields were measured for all compounds in both dichloromethane (CH(2)Cl(2)) and dimethylacetamide (DMAc).

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