Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory

Young, Jessica D.; Demirdöğen, Betül; Lewis, Scott E.

doi:10.1007/s10763-023-10433-3

Int J of Sci and Math Educ

2023

DOI: 10.1007/s10763-023-10433-3

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Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory

Jessica D. Young,

Betül Demirdöğen,

Scott E. Lewis

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2024

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Cited by 2 publications

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Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades

Kattoum,

Montenegro-Montenegro,

Baillie

2024

J. Chem. Educ.

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Student mindset beliefs about the malleability of intelligence have been linked to student outcomes. However, recent meta-analyses showed mixed findings on how student mindset impacts their outcomes depending on the environment and context, such as the mindset that the instructor projects in the classroom. The current work utilizes Social Cognitive Theory to elucidate the relationship among student perceptions of faculty mindset, affective factors (belonging, self-efficacy, and utility value), and behavioral factors (course grade) using a Diversity, Equity, and Inclusion (DEI) lens within the chemistry context at a demographically diverse institution. Structural Equation Modeling (SEM) path analysis revealed that student perceptions of the instructor mindset did not directly predict chemistry course grades. However, a significant indirect effect, mediated by students’ sense of academic misfit, was detected. The more students perceived instructors to endorse a fixed mindset, the more academic misfits they reported in their courses, which led to lower chemistry grades. ACT math scores (indicators of prior preparation) unsurprisingly had significant direct and indirect impact on chemistry course grades. Additionally, multigroup moderation analysis revealed that regression pathways did not differ based on race, gender, or age group. While this work highlights the benefit of instructors promoting a healthy learning environment that projects a growth mindset to students, this must be coupled with institutional support to help build foundational knowledge to prepare students for the rigor of chemistry courses and increase the chance of success for all students.

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Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades

Kattoum,

Montenegro-Montenegro,

Baillie

2024

J. Chem. Educ.

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Evaluation of the Activity Engagement Survey (AcES) for Use with Clicker Questions

Nayyar,

Dougherty,

Lewis

2024

J. Chem. Educ.

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Instructors of large lecture chemistry courses regularly employ clickers as a means of formative assessment and active learning. Previous studies have suggested that classes employing clickers see higher student engagement; however, none have directly measured engagement with clickers. The recently developed Activity Engagement Survey (AcES) intends to measure students’ behavioral/cognitive, emotional, and social dimensions of engagement at the activity level. This survey was used to assess second-semester general chemistry students’ engagement with clickers. Collecting validity evidence when adapting an instrument to a different setting and/or context is crucial before interpretations can be drawn. Therefore, the primary objective of the present study was to gather validity evidence for the data collected using AcES as it was adapted for clicker questions. The results indicated variations in students’ interpretations of AcES with clicker questions, necessitating development of an alternative measure for engagement with clickers.

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Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory

Cited by 2 publications

References 53 publications

Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades

Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades

Evaluation of the Activity Engagement Survey (AcES) for Use with Clicker Questions

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