Investigating How Chemistry Students’ Reported Challenges Inform the Relationship between Mindset and Academic Performance

Abstract

Mindset theory describes a context-dependent belief system on the degree that intelligence can change with effort. Students' chemistry mindsets may predict students' behavioral responses to challenges they experience within a chemistry course. This study was designed to investigate whether challenges mediate the relationship between chemistry mindset and academic performance. 745 first-semester general chemistry students participated in the study. The students were surveyed on their mindset at the beginning and challenges they experienced through the end of the semester. Factor analyses were performed to characterize commonalities in students' perception of challenges, and structural equation modeling was used to examine whether challenges mediate the relationship between chemistry mindset and academic performance. To gain more insight, students reporting fixed and growth mindsets were compared regarding challenges and how challenges relate to their final grades. Analysis of data revealed that challenges can be perceived in concert with others, which resulted in three fundamental challenges: individual challenges, teaching-related challenges, and chemistry-related challenges. Chemistry-related challenges mediated the relationship between mindset and academic performance. Further, students reporting a growth mindset and earning a grade of C+ or lower rated the three fundamental challenges as relatively high. These challenges may explain why some students who report a growth mindset can earn a low grade. Among students reporting a fixed mindset earning a grade of C+ or lower, only chemistry-related challenges were rated highly. Understanding the nature of challenges and their role in success provides potential opportunities to modify instruction to support all students' success in chemistry.

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

“…How mindset relates to self-efficacy and goal orientation has been found to depend on setbacks or challenges that students face throughout the term. , Additionally, struggling through a course may lead to a shift toward fixed mindset beliefs and students who reported challenges related to chemistry ability in general and organic chemistry courses were found to be more likely to hold a fixed mindset and have lower performance outcomes than students who reported other challenges . A recent study found that the relation between students’ chemistry mindset and summative achievement was completely mediated through chemistry-related challenges . Therefore, exploring students’ mindset and academic achievement throughout the term may provide valuable information about a potential relation between failing or succeeding in a course and students’ mindset throughout.…”

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

“…It is imperative to note the emphasis on the student’s interpretations ; a quick heartbeat during an exam can be interpreted as (1) excitement toward finishing a unit and receiving a good grade or (2) anxiety toward test performance and receiving a poor grade. Similarly, an optimistic outlook can allow students to reframe setbacks as opportunities for growth, as opposed to failures. , Course instructors and peer instructors can create a low-stress environment to take advantage of this effect; for instance, high-stakes exams can be minimized and teaching practices such as cold-calling can be avoided . Additionally, peer instructors can share personal stories of overcoming various course-related challenges, helping students believe they can do the same.…”