Characterizing and identifying influences on undergraduates’ attitudes towards organic chemistry

Collini, Melissa A.; Rocha, Lauren A.; Ford, Jayda E.; Weber, Rebecca; Atkinson, Molly B.

doi:10.1039/d2rp00256f

Cited by 8 publications

(22 citation statements)

References 56 publications

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“…As students in the OC1 group have already received feedback multiple times during general chemistry, this may have influenced their self-efficacy at the beginning of organic chemistry. The lower self-efficacy of OC1 students may have also been due to differences in the expected difficulty of the courses, as students may have viewed organic chemistry as a more difficult course than general chemistry and judged their abilities based on those perceptions. , …”

Section: Resultsmentioning

confidence: 99%

“…The lower selfefficacy of OC1 students may have also been due to differences in the expected difficulty of the courses, as students may have viewed organic chemistry as a more difficult course than general chemistry and judged their abilities based on those perceptions. 19,20 No differences were found in students' mastery (approach and avoidance) goal orientations between the courses. However, differences were seen in both performance (approach and avoidance) goal orientations, where students in OC1 responded higher on performance-approach and lower on performance-avoidance when compared to GC1 students.…”

Section: Latent Means Comparisonsmentioning

confidence: 93%

“…Previous studies have found that students’ mindsets may change as they progress through college courses, , indicating that mindset may differ between students taking general chemistry and students taking organic chemistry. Differences in the perceived difficulty of a course may also result in a difference in students’ self-efficacy between courses, , and certain goal orientations have been found to be related to retention in chemistry . Additionally, a study in physics courses found mindset beliefs differed between men and women, and studies have also found that how someone views intelligence can be influenced by their culture .…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Naibert,

Mooring,

Barbera

2024

J. Chem. Educ.

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Students' view of intelligence (i.e., their mindset beliefs) has been found to be related to their self-efficacy and goal orientations as well as to influence their course outcomes. Comparisons of students' chemistry mindset between different groups found that organic chemistry I students held more of a growth mindset than general chemistry I students at the beginning of a term. Additionally, men tended to hold more growth mindset beliefs than women. Given these differences, structural equation modeling was used to explore the relations between students' mindset, self-efficacy, and goal orientations, along with their relation to achievement outcomes within a course. An indirect effect of mindset on summative achievement was found to be mediated through performance-avoidance goals, whereas the relation between self-efficacy and summative achievement was mediated through performance-approach, mastery-avoidance, and performance-avoidance goal orientations. While mindset was not found to be directly or indirectly related to formative achievement outcomes, self-efficacy was found to have an indirect effect on formative achievement through masteryapproach and mastery-avoidance goal orientations. Additionally, an interaction between mindset and self-efficacy was found to be related to performance-avoidance goals, as has been suggested in prior studies. These results point to the importance of mindset on achievement outcomes while also considering influences from self-efficacy and goal orientations. Future work is encouraged to investigate how these variables are related when they are measured throughout a term.

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Section: Resultsmentioning

confidence: 99%

Section: Latent Means Comparisonsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Naibert,

Mooring,

Barbera

2024

J. Chem. Educ.

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“…Of these students, two (K, F) clarified that the program itself required little commitment and was not stressful; that said, they felt stressed due to their other commitments, such as summer classes. Given the anxiety associated with organic chemistry and that negative attitudes can precipitate course withdrawal, the nonstressful environment created via the SBTE framework is critical for effective transfer. , …”

Section: Resultsmentioning

confidence: 99%

“…Given the anxiety associated with organic chemistry and that negative attitudes can precipitate course withdrawal, the nonstressful environment created via the SBTE framework is critical for effective transfer. 84,85…”

Section: Self-efficacy: Physiological and Emotional Statementioning

confidence: 99%

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Torres,

Pulukuri,

Abrams

2023

J. Chem. Educ.

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Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator

Pongsophon

2024

J. Chem. Educ.

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This study explores the intricate dynamics between students’ perceived value of learning chemistry (VAL), their attitudes toward chemistry (ATT), and their chemistry achievement (ACH), with a particular focus on the mediating role of ATT and the moderating influence of gender. Conducted with a cohort of 211 grade 10 students across three schools in Bangkok, the research employs a survey method incorporating an achievement test on the Chemical Basis of Life alongside questionnaires measuring ATT and VAL. The mediation analysis reveals a significant indirect effect of VAL on ACH through ATT, highlighting the pivotal role of students’ attitudes in shaping their chemistry achievement. This finding is crucial as it suggests that fostering positive attitudes toward chemistry may serve as an effective strategy to elevate science performance, even if the direct impact of VAL on ACH is not substantial. The model’s robust fit reinforces the reliability of these mediation outcomes. Additionally, the moderation analysis investigates gender’s role in this educational context. The data show a positive correlation between VAL and ACH for students of all genders, indicating that the intrinsic value students assign to learning science positively correlates with their performance, irrespective of gender. The similar trends across genders suggest that the influence of VAL on ACH does not differ significantly between boys and girls. Overall, the research underscores the importance of cultivating a constructive attitude toward chemistry to enhance educational outcomes and affirms that gender does not significantly influence the value-achievement relationship in this sample.

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Characterizing and identifying influences on undergraduates’ attitudes towards organic chemistry

Abstract: Despite the important role organic chemistry plays in a wide range of industries, the undergraduate organic chemistry course sequence is considered to be difficult for and feared by students. Although...

Cited by 8 publications

References 56 publications

Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator

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