Beyond "Student Attitudes": Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning

Bauer, Christopher F.

doi:10.1021/ed082p1864

Cited by 120 publications

(206 citation statements)

References 26 publications

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“…A student's academic self-concept and attribution style also influence his success at tertiary level (Evans, 2000;McKenzie and Schweitzer, 2001). Moderate to weak, but significant correlations between chemistry and mathematics self-concepts and achievement in first-year chemistry were found in studies by House (1995) and Bauer (2005). Sociological factors such as family and peer support determine whether a student will persist in tertiary studies, but do not necessarily predict firstyear success (Evans, 2000).…”

Section: Introductionmentioning

confidence: 99%

Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry

Potgieter¹,

Ackermann²,

Fletcher³

2010

Chem. Educ. Res. Pract.

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Early identification of students at risk of failing first-year chemistry allows timely intervention. Cognitive factors alone are insufficient predictors for success; however, non-cognitive factors are usually difficult to measure. We have explored the use of demographic and performance variables, as well as the accuracy of self-evaluation as an indicator of metacognitive ability, as possible indicators for students at risk of failing the first semester course in General Chemistry (CMY 117) at the University of Pretoria. Variables with a strong correlation with performance in CMY 117 were used to develop a prediction model based on logistic regression. Three variables, i.e. prior performance in mathematics and in physical science, and the extent of overconfidence expressed as the ratio between expected and actual performance in a chemistry pre-test written at the start of the semester, were shown to be significant predictors for risk of failing. The highest overall accuracy of prediction (76%) was obtained for a subset of students with a C or D grade for their high school leaving examination in mathematics when high risk students were defined as those with a final mark for CMY 117 as 51% or lower. The prediction model, based on the model building data set, had a sensitivity of 92% and a specificity of 46%; whilst the sensitivity and specificity using the validation data set were 88% and 38% respectively.

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Section: Introductionmentioning

confidence: 99%

Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry

Potgieter¹,

Ackermann²,

Fletcher³

2010

Chem. Educ. Res. Pract.

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“…One significant path, that is, from self‐concept to achievement in the full reciprocal causation, cross‐lagged model, provides new insight into previous results in studies of these constructs in chemistry education. Previously, self‐concept and self‐efficacy have both been described as significantly predicting achievement; however, the two constructs have been studied separately (Bauer, , ; Dalgety & Coll, ; Lewis et al, ). Because this study used a methodology which enables exploration of the nuanced relationships between self‐belief and achievement, we can discuss these departures from previous literature.…”

Section: Discussionmentioning

confidence: 99%

“…Self‐beliefs are associated with achievement in postsecondary STEM courses (e.g., Andrew, ; Bauer, , ; Robbins et al, ; Valentine, DuBois, & Cooper, ). Measurement of affective states such as self‐beliefs and their relation to learning informs educators about how to be effective in the classroom; understanding the influence of affect on achievement helps researchers, instructors, and administrators implement targeted interventions for increasing learning, achievement, and retention of students.…”

Section: Introductionmentioning

confidence: 99%

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Gibbons

Raker

2018

J Res Sci Teach

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This study is designed to test a reciprocal causation, cross‐lagged model of self‐concept, self‐efficacy, and achievement in a postsecondary STEM course. Both self‐efficacy and self‐concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self‐concept and self‐efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross‐lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self‐belief effects models. Significant paths in the reciprocal causation, cross‐lagged model include the first self‐concept measure to the first achievement measure as well as from the second self‐concept measure to the third self‐efficacy measure. Relationships from achievement to each subsequent self‐belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre‐measure designs of single constructs are used. In the classroom, an initial measure of self‐concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.

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“…Affect is associated with success, and therefore persistence and retention, in general chemistry and organic chemistry courses (Lewis, ; Mitchell, Ippolito, & Lewis, ). Research on affect constructs and development of associated assessment tools for chemistry education has focused in self‐efficacy (Dalgety & Coll, ; Villafañe, Xu, & Raker, ), self‐concept (Bauer, ; Nielsen & Yezierski, ), attitude (Barbera, Adams, Wieman, & Perkins, ; Heredia & Lewis, ; Xu & Lewis, ), motivation (Liu, Raker, & Lewis, ), and learning expectations (Galloway & Bretz, c). Apart from test anxiety, there are few tools that measure achievement emotions in chemistry.…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

2018

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Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced‐based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in postsecondary organic chemistry courses (AEQ‐OCHEM). Instrument development was based on the control‐value theory of achievement emotions and included a revision of the seminal Achievement Emotions Questionnaire (AEQ) used to measure institutional‐level learning. A thorough psychometric evaluation of the AEQ‐OCHEM was conducted including alternative measurement models and an extensive investigation of the nomological framework. All AEQ‐OCHEM subscales were determined to be coherent and distinct. Implications for future research using the AEQ‐OCHEM are offered. A call for the development of more discipline‐ and course‐based instruments is made. Finally, tools that measure achievement emotions in the context of instructional laboratories and undergraduate research are needed for more robust considerations of affect in STEM contexts.

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Beyond "Student Attitudes": Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning

Cited by 120 publications

References 26 publications

Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry

Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Development and evaluation of the organic chemistry‐specific achievement emotions questionnaire (AEQ‐OCHEM)

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