The relationships between chemistry laboratory anxiety and chemistry attitudes

Kurbanoğlu, Namudar İzzet; Akın, Ahmet; Takunyacı, Mithat

doi:10.1037/e538952013-072

Cited by 3 publications

(5 citation statements)

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“…Thirdly, as anticipated, results demonstrated that chemistry laboratory anxiety was predicted by chemistry attitudes, negatively. This finding is in agreement with the results of earlier investigations (Keeves & Morgenstern, 1992;Kurbanoglu et al, 2009;Meece, Wigfield, & Eccles, 1990;Uzuntiryaki & Azizoğlu, 2004). In general, there is a widespread agreement that the students' attitudes are related to expectations of success and the subjective value of the task, and will ultimately have some effect on his/her level of anxiety (Child, Duffy, Kirkley, & Hubbard, 1997).…”

Section: Discussionsupporting

confidence: 93%

“…Firstly, as hypothesized, the model delineated that self-efficacy has predicted chemistry laboratory anxiety in a negative way. This result is in agreement with previous studies (Britner, 2008;Britner & Pajares, 2006;Eddy, 2000;Kurbanoglu et al, 2009;Usher & Pajares, 2006;Uzuntiryaki & Azizoğlu, 2004) which indicate that anxiety and self-efficacy are two closely related constructs and with Bandura's social cognitive theory (1986) which states that anxiety has a negative effect on self-efficacy. Social learning theory also suggests that anxiety can be considered as a result of low self-efficacy and individuals only experience anxiety when they believe themselves to be incapable of managing potentially detrimental events (Bandura, 1997).…”

Section: Discussionsupporting

confidence: 93%

“…Studies generally indicated that the students, whether male or female, urban or rural based, show great anxiety towards the learning of chemistry (Jegede, 2007). Also relational studies demonstrated that students with high positive attitudes toward chemistry course had less anxiety toward chemistry laboratory (Kurbanoglu, Akin, & Takunyaci, 2009;Uzuntiryaki & Azizoğlu, 2004).…”

Section: Chemistry Laboratory Anxietymentioning

confidence: 99%

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The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

Kurbanoğlu

Akın

2010

AJTE

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The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety was correlated negatively to chemistry attitudes and to self-efficacy. On the other hand, chemistry attitudes were found to be positively associated with self-efficacy. The path model showed that self-efficacy predicted chemistry laboratory anxiety in a negative way. Also, self-efficacy has a direct and positive effect on chemistry attitudes which in turn affects chemistry laboratory anxiety. Finally, chemistry laboratory anxiety was explained negatively by chemistry attitudes. Results were discussed in the light of literature.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 93%

Section: Chemistry Laboratory Anxietymentioning

confidence: 99%

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The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

Kurbanoğlu

Akın

2010

AJTE

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“…Thirdly, as anticipated, results demonstrated that organic chemistry anxiety was predicted by chemistry attitudes, negatively. This finding is in agreement with the results of earlier investigations (Keeves & Morgenstern, 1992;Kurbanoglu & Akın, 2010;Kurbanoglu et al, 2009;Meece, Wigfield, & Eccles, 1990). In general, there is a widespread agreement that the students' attitudes are related to expectations of success and will ultimately have some effect on his/her level of anxiety (Child, Duffy, Kirkley, & Hubbard, 1997).…”

Section: Discussionsupporting

confidence: 91%

The Relationships Between University Students’ Organic Chemistry Anxiety, Chemistry Attitudes, and Self-Efficacy: A Structural Equation Model

Kurbanoğlu

Akın

2012

JBSE

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The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature. Key words: chemistry attitudes, organic chemistry anxiety, path analysis and self-efficacy.

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“…Thirdly, as anticipated, results demonstrated that physics laboratory anxiety was negatively predicted by physics laboratory attitudes. This finding is consistent with the results of earlier investigations indicating students who have higher levels of positive attitudes about a course have also low level of anxiety in terms of related topic (Keeves & Morgenstern, 1992;Kurbanoglu & Akın, 2010;Kurbanoglu, Akın, & Takunyacı, 2009;Meece et al, 1990). In general, there is a widely accepted agreement that attitudes are deeply associated with expectations of success and the subjective value of the task and would impact on students' level of anxiety (Child et al, 1997).…”

Section: Discussionsupporting

confidence: 90%

A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

Kurbanoglu

Takunyacı

2021

Journal of Family Counseling and Education

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The success of the students in the physics lab depends on their general physics achievement, the physics lesson performance in high school and the test scores. In addition, the success of students in the physics lab was influenced by the students' physics lab attitudes and non-cognitive variables such as anxiety and self-efficacy beliefs. Therefore, the main purpose of this study is to indicate structural equation modeling on self-efficacy, physics lab anxiety and attitudes. In this research, 513 university students participated, and three scales were used to data collection including Self-efficacy Scale, Physics Lab Anxiety Scale (P-LAS), and Physics Lab Attitudes Scale. In correlation analysis, physics lab anxiety was found negatively related to physics lab attitudes and self-efficacy. According to path analysis results, physics lab attitudes were predicted positively by self-efficacy. Furthermore, self-efficacy and physics lab attitudes were predicted by physics lab anxiety in a negative way. The study revealed that high self-efficacy and positive attitudes toward physics decreases physics lab anxiety. The findings were discussed using the literature in this field.

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The relationships between chemistry laboratory anxiety and chemistry attitudes

Cited by 3 publications

References 0 publications

The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

The Relationships Between University Students’ Organic Chemistry Anxiety, Chemistry Attitudes, and Self-Efficacy: A Structural Equation Model

A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

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