Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

Abstract

Although there are numerous chemistry-related careers within the STEM fields, chemistry-related careers are not well regarded. High school is a critical time for developing students’ career choices. Previous studies suggest...

The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia

“…This anxiety is, in fact, also closely related to the learning experience in class, as revealed in another CMQ II study by Vedder-Weiss and Fortus (2013) and Zhou et al (2019) The teacher can reduce anxiety in learning chemistry. One way is collaborative active learning (Guo et al, 2022). An active learning environment can increase students' interest and competence in chemistry (Hendrikson, 2021).…”

Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy

“…The results suggested that the correlations between all variables were significant (Fig. 2) (Guo et al, 2022).…”

Factors shaping the choice in chemistry: insights from undergraduate students within a societal context

“…Studies showed that choosing a STEM career is influenced by personal factors (e.g., interest, self-efficacy, perception of the subject) and environmental-social factors (e.g., family, teachers, peers, social background) (Chakraverty and Tai, 2013;Venville et al, 2013;Lo ´pez et al, 2023). Many studies have been conducted on elementary and high school students' choice of STEM learning and career (Guo et al, 2022;Huangfu et al, 2022;Ofek-Geva et al, 2023), with fewer focusing on university education and the factors that influence undergraduate students to choose to major specifically in chemistry. (Ogunde et al, 2017;Avargil et al, 2020;Archer et al, 2023).…”