Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset

Santos, Deborah L.; Gallo, Harrison W; Barbera, Jack; Mooring, Suazette Reid

doi:10.1039/d1rp00092f

Cited by 12 publications

(25 citation statements)

References 59 publications

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“…Along with the updated wording, open-ended questions regarding the definition of several terms, including chemistry intelligence, were posed to students. The in-depth qualitative analysis of student responses regarding these definitions has previously been published (Santos et al, 2021). The results from the qualitative analysis were leveraged, during the development of Version 2, to substitute vague language (''chemistry intelligence'') and exchange them for more selfexplanatory terms students commonly use to describe it (for example, ''ability to apply chemistry knowledge'').…”

Section: Resultsmentioning

confidence: 99%

“…The final modification in Version 4 was the use of a 10-point semantic differential scale. The final version of the CheMI (Version 4) contains 7 items, each incorporating a different aspect of chemistry intelligence as defined by students in an exploratory stage of this study (Santos et al, 2021). For example, one CheMI item states:…”

Section: Data Collectionmentioning

confidence: 99%

“…These inconsistent findings may point to inappropriate measurement of the mindset construct with the population of interest, indicating possible lack of validity. Additionally, work published by Santos et al (2021) and Limeri et al (2020a) found that undergraduate chemistry students interpret the terminology used in mindset instruments (i.e., ''intelligence'') in a broad range of ways, which leads to potential response process concerns as some interpretations may have different implied malleabilities associated with them (e.g., knowledge is inherently a grow-able quality). To avoid these varied interpretations and improve response fairness, less broadly defined wording can be used in mindset instrument items.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students

Santos

Barbera

Mooring

2022

Chem. Educ. Res. Pract.

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Section: Resultsmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students

Santos

Barbera

Mooring

2022

Chem. Educ. Res. Pract.

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“…The work presented here is an exploratory portion within the context of a larger study on the influence of mindset beliefs in the undergraduate chemistry course experience. 29 ance. It is beneficial to the larger study to examine how student beliefs about their chemistry intelligence (mindset) may influence their perceptions of success and the interpretations they hold regarding their challenges.…”

Section: ■ Methodsmentioning

confidence: 99%

“…The work presented here is an exploratory portion within the context of a larger study on the influence of mindset beliefs in the undergraduate chemistry course experience . A goal of this exploratory phase is to understand how challenges may interact with chemistry mindset beliefs and course performance.…”

Section: Methodsmentioning

confidence: 99%

Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Santos

Mooring

2022

J. Chem. Educ.

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Science, technology, engineering, and mathematics (STEM) courses are considered to be challenging for students and may present unique challenges for each domain. This study addresses a gap in the research literature by investigating the challenges students face in general and organic chemistry lecture courses. Students provided information regarding their perceptions of success or failure in the face of challenges. Survey responses were used to examine the types of challenges students commonly face in chemistry. Frequencies of challenge types were compared across groups of students who perceived themselves as either having overcome their challenge or not. A significant difference in performance was observed for these two groups across the semester. One specific challenge, chemistry ability, was identified as relevant to mindset theory, was more prevalent among students who did not overcome their challenges, and showed decreased performance relative to other challenges. Students experience a wide range of challenges in chemistry courses, and these interact with their mindset and impact their performance. Modifications to instruction can address many of these challenges and encourage persistence toward success.

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Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course

Wheeler

Gonczi

2022

J Res Sci Teach

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This quantitative, exploratory study examined whether a Project‐Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student‐reported chemistry ability beliefs from pre‐ to post‐course, and provided explanations for differences in achievement and chemistry ability beliefs. Data sources included pre/post surveys of 367 undergraduate students' and 18 teaching assistants' (TAs) content knowledge, ability beliefs, sociodemographics (e.g., gender, race), and prior chemistry experience. The hierarchical linear regression (HLR) model accounted for 27.4% of the variance in post‐content scores, with male students and students with more prior chemistry experience scoring significantly higher than their counterparts. Student ability beliefs was not a significant predictor of content knowledge at the end of the course. Women had a significant decrease in their ability beliefs while male students did not. Furthermore, there were significant differences in achievement depending upon whether and how students' chemistry ability beliefs changed during the course. HLR indicated that student race and TA research experience significantly predicted students' ability beliefs and accounted for 32.7% of variance in this model. Finally, students had more positive perceptions of their TA when their TA held more incremental ability beliefs. These results also indicate that redesigning undergraduate chemistry labs to a PBGI approach does not necessarily level the academic playing field for students who identified as Black, Hispanic, or Multi‐racial, women, or students with less chemistry experience. Providing additional scaffolding for students and developing professional learning experiences to explicitly support TAs incremental ability beliefs may be beneficial in reform‐based laboratory contexts. Further research is needed to understand who benefits from reform‐based instruction and for what reasons.

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Student perspectives on chemistry intelligence and their implications for measuring chemistry-specific mindset

Abstract: Students’ beliefs about their ability to improve their intelligence (known as mindset) likely have more impact on their academic outcomes when engaging in challenging learning environments, such as introductory undergraduate...

Cited by 12 publications

References 59 publications

Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students

Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students

Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses

Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course

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