College students’ attitudes toward chemistry, conceptual knowledge and achievement: structural equation model analysis

Xu, Xiaoying; Villafañe, Sachel M.; Lewis, Jennifer E.

doi:10.1039/c3rp20170h

Cited by 82 publications

(116 citation statements)

References 60 publications

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“…As the foregoing discussion indicates, teacher-student interactions, academic motivation, metacognitive strategies and their relationships with performance in chemistry have been examined previously, but mostly in separate studies (Xu et al, 2013). The present work simultaneously investigated the relationships among students' perception (perceived autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem-solving (planning, monitoring and evaluation), and performance.…”

Section: Present Studymentioning

confidence: 95%

“…These factors have been shown to be good predictors of achievement in previous studies of similar contexts (Chow et al, 2012;Eccles and Wang, 2012;Xu et al, 2013). In addition, these variables have practical implications for science education, since effective instructional strategies can be implemented in chemistry classrooms to influence these factors (Xu et al, 2013).…”

Section: Introductionmentioning

confidence: 94%

“…Nevertheless, introductory college-level chemistry courses are a requirement for students on many degree courses (Xu et al, 2013;Ferrell and Barbera, 2015). Along the same lines, Cook et al (2013, p. 961) asserted that ''college students often find general chemistry to be a very challenging rite of passage on their way to degrees in various science, technology and mathematics disciplines''.…”

Section: Introductionmentioning

confidence: 97%

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Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher-student interactions, academic motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students' perceptions of teacher-student interactions (autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry.Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported.We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.

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Section: Present Studymentioning

confidence: 95%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 97%

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Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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“…Other authors such as Ali and Awan (2013) also that found a positive association between attitudes towards science and the results in physics and chemistry of 10th-grade Indian students. Xu, Villafane, and Lewis (2013) similarly refer that attitudes towards chemistry are a significant predictor of first-year college students' achievement.…”

Section: Literature Reviewmentioning

confidence: 95%

Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

Vilia

Candeias

2019

International Journal of Science Education

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“…Therefore, it is crucial for school teachers to evaluate students' attitude towards learning of science lessons. Attitude is not a permanent process or action and it is not resistant to change (Xu, Villafane, & Lewis, 2013). This indicates that students' attitude will change through their direct or indirect learning, observation, experiences and the learning environment.…”

mentioning

confidence: 99%

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

Chua

Karpudewan

2015

EURASIA J MATH SCI T

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This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry and behavioral tendencies to learn chemistry. Data obtained from the ATCLS survey was analyzed using two-way MANOVA to identify the effects of gender and grade level on students' attitude towards learning chemistry. The findings show that gender and grade level have a significant effect on attitude towards learning chemistry. Gender and grade level also have a significant interaction effect (Wilks' lambda = 0.933, F (15, 1198) = 2.032, p < 0.05) on secondary school students' attitudes towards chemistry.

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College students’ attitudes toward chemistry, conceptual knowledge and achievement: structural equation model analysis

Cited by 82 publications

References 60 publications

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

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