The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses

Testa, Italo; Galano, Silvia; Tarallo, Oreste

doi:10.1080/09500693.2022.2162833

Cited by 3 publications

(1 citation statement)

References 99 publications

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“…For instance, Cooper and Sandi-Urena (2009) developed a scale where students rated their degree of agreement with ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ 27 metacognitive statements (e.g., I do not check if the answers are reasonable). Hawker et al (2016) and Testa et al (2023) asked students to estimate their performance after examinations and then computed the discrepancies between the actual and predicted scores. Gamby and Bauer (2022) evaluated metacognitive awareness and skills by examining students' comments on their cognitive knowledge and beliefs.…”

Section: Assessing Online Metacognitive Skillsmentioning

confidence: 99%

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

Zeng

Chi

Wang

et al. 2023

JBSE

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Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students’ online metacognitive skills in science education. This study aimed to evaluate ninth-grade students’ online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students’ online metacognitive skills. Nearly 70% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4% of the students could make attributions about their cognitive performance. Keywords: assessment instrument, problem-solving skills, Rasch measurement model, chemistry education

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Section: Assessing Online Metacognitive Skillsmentioning

confidence: 99%

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

Zeng

Chi

Wang

et al. 2023

JBSE

View full text Add to dashboard Cite

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Web-based discussion in teaching and learning organic chemistry: a scoping literature review on its current trends, cognitive, social, and teaching aspects

Iyamuremye,

Niyongabo Niyonzima,

Twagilimana

2024

Cogent Education

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Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

Cioffi,

Galano,

Passeggia

et al. 2024

Phys. Rev. Phys. Educ. Res.

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The assessment of test anxiety has received increasing attention in educational research due to the potential negative effects of anxiety on student performance. Traditionally, test anxiety scales have been developed for mathematics, but few studies have focused on physics. In this study, we validated two test anxiety scales for undergraduate physics courses: the Test Anxiety Inventory for Physics (TAIP) and the Abbreviated Test Anxiety Inventory for Physics scale (ATAIP), which were adapted from existing instruments. A convenience sample of 361 engineering students enrolled in a first-semester introductory physics course participated in the study. Confirmatory factor analysis and Rasch analysis were used to establish the construct validity of both scales. Convergent validity for the TAIP scale was established by examining its correlation with a scale adapted from the math anxiety scale. Criterion-related validity for both TAIP and ATAIP was established by analyzing the relationship between students’ Rasch scores on the two scales and their performance on two conceptual tests. Finally, measurement invariance of TAIP and ATAIP scales was established using both multigroup and differential item functioning analyses to reliably investigate gender differences in the corresponding Rasch measures. The study confirms a robust four-factor structure of the TAIP. The four subscales, Worry, Emotionality, Interference, and Lack of Confidence, demonstrate good reliability (McDonald’s ω=0.78,0.86,0.87,87, respectively). Rash analysis also confirms that, for each subscale, the rating scale functioning was consistent with the item difficulty and person measures. The TAIP also demonstrates adequate convergent and criterion-related validity, as well as measurement invariance with respect to gender. The ATAIP also demonstrates good reliability (McDonald’s ω=0.84), a well-functioning rating scale, and sufficient criterion-related validity. Additionally, it exhibits measurement invariance with respect to gender. Overall, the study supports that both the TAIP and ATAIP scales are reliable instruments for measuring students’ test anxiety in an undergraduate physics course. Implications for physics instruction at the university introductory level are briefly discussed. Published by the American Physical Society 2024

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The relationships between freshmen’s accuracy of self-evaluation and the likelihood of succeeding in chemistry and physics exams in two STEM undergraduate courses

Cited by 3 publications

References 99 publications

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

Developing and Validating an Instrument to Assess Ninth-Grade Students’ Online Metacognitive Skills in Solving Chemistry Problems

Web-based discussion in teaching and learning organic chemistry: a scoping literature review on its current trends, cognitive, social, and teaching aspects

Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

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