The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university

Rummey, Cara; Clemons, Tristan D.; Spagnoli, Dino

doi:10.5204/ssj.v10i1.1104

Cited by 9 publications

(10 citation statements)

References 19 publications

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“…This sense, much like the rest of this model, is often affected by students' preuniversity experiences and demographic factors (e.g., Briggs et al, 2012). For example, socioeconomic status, gender, and age, have been found to affect student's successful transition to undergraduate-level learning from pretertiary education (e.g., Rummey et al, 2019). Given that preuniversity experiences often determine whether students are able to understand and participate in the “culture” of university, students who have not had access to adequate preuniversity support may struggle more to develop their identity as higher education students.…”

Section: Consideration 5: Accounting For (In)equality Of Experiencementioning

confidence: 99%

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Pownall

Harris

Blundell-Birtill

2021

Psychology Learning & Teaching

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As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

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Section: Consideration 5: Accounting For (In)equality Of Experiencementioning

confidence: 99%

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Pownall

Harris

Blundell-Birtill

2021

Psychology Learning & Teaching

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“…Bowles et al, 2014). For example, demographic variants including socio-economic status, gender, and age, have been found to affect student's transition to undergraduate-level learning from pre-tertiary education (e,g Rummey, Clemons, & Spagnoli, 2019). Beyond these demographic factors, there are also a number of factors, such as self-esteem, social support, and stress (Friedlander et al, 2007), students' reading ability (Collins & Onwuegbuzie, 2007), and university attendance (Dobkin et al, 2010), which all also affect transition to university (Christie et al, 2008).…”

Section: Future Directionsmentioning

confidence: 99%

Pre-tertiary subject choice as predictors of undergraduate attainment and academic preparedness in Psychology

Pownall¹,

Blundell-Birtill²,

Coats³

et al. 2021

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In the UK, psychology degrees are designed to equip students with skills such as critical thinking, research methods, and analytical debate. Many of the key skills and subject-specific content that is taught in the first year of a psychology programme is also introduced in A-level and AS-level study of psychology. Therefore, one would expect psychology A-level graduates to be both personally and academically more prepared for the unique challenges of their psychology degree, compared to students who had not studied A-level psychology. Here, we report findings from two mixed-methods studies which suggest that generally, mathematical-based A-level subjects, but not psychology A-level, more effectively prepare students for some of the academic skills required to succeed on a psychology degree. However, studying psychology A-level prepares students well for subject-specific content, which is highly valued in first-year students. We discuss these findings through a lens of constructive alignment, academic preparedness, and successful transitions.

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“…These attitudes may be attributed to the transition from high school to tertiary education since Chemistry is often offered during their first year of college in most colleges and universities. The view of laboratories and unfamiliar environment often increase levels of anxiety of the students (12). At the start of the semester, the level of anxiety is high which results to a low self-efficacy.…”

Section: As Depicted Frommentioning

confidence: 99%

Correlation Between Students’ Academic Performances in Chemistry for Engineers Lecture and Laboratory

Atienza¹,

Molina²,

Omiles³

2020

EPRA

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As mandated by the Commission on Higher Education (CHED), one of the core subjects being taken by the engineering students at tertiary level in any academic institutions, whether private or government is the Chemistry for Engineers which is offered as lecture and laboratory classes. This study primarily focused on the identification of the association between the academic performances of the engineering students in the subjects Chemistry for Engineers Lecture and the corresponding Chemistry for Engineers Laboratory. Five hundred eighty five (585) engineering students from the nine (9) different fields who enrolled the said subjects in the Academic Year 2019-2020, 1 st semester served as respondents in the study, namely Civil Engineering, Chemical Engineering, Computer Engineering, Electronics and Communications Engineering, Mechanical Engineering and Manufacturing Engineering. The overall grades were gathered and subjected to Spearman's rho Correlation analysis aside from the analysis made under descriptive statistics. Results show that there is a significant but weak positive association in the academic performances of the students in the lecture and laboratory subjects.

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The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university

Cited by 9 publications

References 19 publications

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

Pre-tertiary subject choice as predictors of undergraduate attainment and academic preparedness in Psychology

Correlation Between Students’ Academic Performances in Chemistry for Engineers Lecture and Laboratory

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