Discovering the Determinants of Chemistry Course Perceptions in Undergraduate Students

Reardon, Robert F.; Traverse, Maria A.; Feakes, Debra A.; Gibbs, Karen; Rohde, Rodney E.

doi:10.1021/ed100198r

Cited by 17 publications

(23 citation statements)

References 11 publications

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“…At these later time points, students have completed a number of assignments and assessments across their course load and thus have more feedback to inform their self-efficacy beliefs in that context. Studies in chemistry have employed self-efficacy measures to compare different groups of students or learning environments, , other studies have measured self-efficacy for use as a predictor variable of academic outcomes or as one of several variables in a larger educational model. − For studies that explored changes, many found that self-efficacy generally increased over the term, − although, some have noted that this increase was dependent on the demographic group …”

Section: Social-cognitive Framework For Motivationmentioning

confidence: 99%

“…Within chemistry, self-efficacy has commonly been measured using a variation of either the Chemistry Attitude and Experience Questionnaire (CAEQ) ,, or the College Chemistry Self-Efficacy Scale (CCSS). ,, These measures primarily include items based around specific chemistry tasks, the course itself, or application of chemistry concepts to real-life situations and can be considered measures of chemistry self-efficacy (CSE). Although some studies have measured self-efficacy at a more general level, none have included measures of CSE and academic self-efficacy (ASE) simultaneously.…”

Section: Social-cognitive Framework For Motivationmentioning

confidence: 99%

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Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

et al. 2021

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Active learning environments have been shown to be beneficial for student learning; however, including such activities can be limited by the class time available. One method that can provide more opportunities for active learning during face-to-face class time is the flipped learning approach. However, studies on the impacts of flipped learning environments on student motivation are limited. Therefore, in this multi-institutional study, general chemistry students enrolled in flipped courses at three institutions responded to measures of self-efficacy and self-regulatory strategies. The results from these measures were used to evaluate how students' academic self-efficacy (ASE) and chemistry self-efficacy (CSE) changed over the term at each institution as well as to compare students' CSE between the institutions. Evidence was found for scalar measurement invariance across all measures, such that latent means could be used to compare results over time and between the institutions. Overall, students at each institution showed a decrease in ASE over the term, although their CSE increased. Comparisons between the institutions showed that students at the Southeastern institution had a higher post CSE than students at the Western and Northwestern institutions. One salient difference between the institutions was the structure of the face-to-face class time, which suggests that there may be a relation between students' post CSE scores and the structure of the course. However, other variables, such as the demographic profiles of the institutions, may have also played a role in the observed differences.

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Section: Social-cognitive Framework For Motivationmentioning

confidence: 99%

Section: Social-cognitive Framework For Motivationmentioning

confidence: 99%

Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

et al. 2021

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“…The disaffect they felt was not in their own performance, as Ajjawi et al (2020) reports, but rather in the course itself. It could be that re-takers have negative perceptions of the course but not low general self-efficacy, similarly to results of a study in chemistry education (Reardon, Traverse, Feakes, Gibbs, & Rohde, 2010). Indeed, this type of frustration with instruction or perceived relevance of content may predict academic outcomes (Wilde, 2012), and in undergraduate anatomy contexts, student expectations of the course may aid their development of favorable perceptions of learning in the course (Anderton, Chiu, & Aulfrey, 2016;Entezari & Javdan, 2016).…”

Section: Re-takers and First-timers Do Not Perform Differentlymentioning

confidence: 75%

The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology

Royse

Sutton

Peffer

et al. 2020

IJHE

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Undergraduate Anatomy and Physiology (A&P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&P over multiple enrollments. Students retaking the course described their experiences of being “biology people” in their interviews, further suggesting that having a science identity is relevant to A&P students and may be leveraged to support students in A&P contexts.

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“…Achievement emotions have been characterized as an understudied field (Pekrun, b). Despite a record of identifying that affect is associated with chemistry achievement and high‐impact instructional practices (Aparecida, Cicuto, & Torres, ; Bauer, ; Chan & Bauer, ; Heredia & Lewis, ; Hibbard, Sung, & Wells, ; Reardon, Traverse, Feakes, Gibbs, & Rohde, ; Villafañe & Lewis, ; Xu & Lewis, ), little has been done to characterize the impact of evidence‐based practices on achievement emotions. While the AEQ‐OCHEM provides a tool for further research, its utility is in its usefulness for educators to assess the instructional and assessment practices enacted in their courses.…”

Section: Generative Opportunitiesmentioning

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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Discovering the Determinants of Chemistry Course Perceptions in Undergraduate Students

Cited by 17 publications

References 11 publications

Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology

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

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