Attitude Counts: Self-Concept and Success in General Chemistry

Lewis, Scott E.; Shaw, Janet L.; Heitz, Judith O.; Webster, Gail Hartmann

doi:10.1021/ed086p744

Cited by 69 publications

(77 citation statements)

References 12 publications

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“…High values for α on the MSLQ align with those found by its developers as well as in another application in a chemistry context (Pintrich et al, ; Zusho et al, ). High values for α on the CSCI also align with those found in previous applications (Lewis et al, ; Nielsen & Yezierski, ).…”

Section: Resultssupporting

confidence: 87%

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Gibbons

Raker

2018

J Res Sci Teach

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This study is designed to test a reciprocal causation, cross‐lagged model of self‐concept, self‐efficacy, and achievement in a postsecondary STEM course. Both self‐efficacy and self‐concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self‐concept and self‐efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross‐lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self‐belief effects models. Significant paths in the reciprocal causation, cross‐lagged model include the first self‐concept measure to the first achievement measure as well as from the second self‐concept measure to the third self‐efficacy measure. Relationships from achievement to each subsequent self‐belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre‐measure designs of single constructs are used. In the classroom, an initial measure of self‐concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.

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Section: Resultssupporting

confidence: 87%

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Gibbons

Raker

2018

J Res Sci Teach

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“…Is there a direct relationship between students’ understanding of the scientific process and their interest in a scientific career? Studies have already shown a connection between student self-concept, defined as a student’s perceived ability to do well in a subject, and its crucial role in student success (Lewis, Shaw, Heitz, & Webster, 2009; Aschbacher, Ing, & Tsai, 2013). One study found that “the strongest predictor of students’ [Science/Engineering/Math] career interests in grades 7 to 9 and their aspiration trajectory over time were the questions about confidence as a science learner” (Aschbacher et al, 2013, p. 48).…”

Section: Discussionmentioning

confidence: 99%

Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students’ science skills and interest

Ward

Delaloye

Adams

et al. 2016

International Journal of Science Education

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Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. A quasi-experimental design was used in order to understand: 1) how the program affects student understanding of scientific inquiry and research and 2) how the open inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.

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“…Self-concept itself has been shown to positively correlate to performance on the First-Term General Chemistry ACS Exam. 29 …”

Section: Investigating Factors In Addition To Declarative Knowledgementioning

confidence: 99%

Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

Cracolice

Busby

2015

J. Chem. Educ.

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This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability were significantly correlated with students' performance on the American Chemical Society Division of Chemical Education Examinations Institute First Term General Chemistry Examination. Given that scientific reasoning ability was significantly correlated with final exam performance and that its impact is not broadly known in the chemistry teaching community, we then discuss the implications for facilitating the development of reasoning ability in college preparatory high school chemistry courses and college preparatory chemistry courses.

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Attitude Counts: Self-Concept and Success in General Chemistry

Cited by 69 publications

References 12 publications

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students’ science skills and interest

Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

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