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

Abstract

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.

Effects of a CURE Laboratory Module on General Chemistry Students’ Perceptions of Scientific Research, Green Chemistry, and Self-Efficacy

“…In the CURE module, students learned the green chemistry synthetic method, modern analytical instruments, and data analysis method, which can build up their positive self-efficacy or increase their self-efficacy and prepare them for their future careers in industry or future studies in graduate school. The positive self-efficacy results in this study were similar to the findings in previous CURE studies and in general and organic chemistry laboratory courses. , As higher self-efficacy is associated with higher academic achievement, more positive perception of the course and attitude, less anxiety, and higher critical thinking, − the positive self-efficacy is likely to promote these outcomes which are indicators of student success in chemistry. There was a significant sex main effect on self-efficacy and females scored significantly lower than males before the CURE module, suggesting there was a sex equity gap in students’ confidence in research skills.…”

“…Meta-analyses and reviews showed that self-efficacy can predict student academic performance . In the chemistry context, literature has reported self-efficacy is a predictor of student academic outcomes, such as academic achievement, − perception of the chemistry course, − attitude, anxiety, and critical thinking . The consideration of student self-efficacy was central to the URC programs.…”