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ERIC Number: EJ1057489
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 118
ISSN: EISSN-1756-1108
Analysis of Students' Self-Efficacy, Interest, and Effort Beliefs in General Chemistry
Ferrell, Brent; Barbera, Jack
Chemistry Education Research and Practice, v16 n2 p318-337 2015
Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and effort beliefs to a college chemistry context. In addition, a chemistry-specific measure of self-efficacy was evaluated in a modified form. This set of scales was initially administered at two time points in a first-semester general chemistry course to a sample of undergraduates (n[subscript 1] = 373, n[subscript 2] = 294). Confirmatory factor analyses (CFA) were conducted to determine whether the scales were functional in a chemistry context. Following revision of the scales, all CFA models demonstrated acceptable fit to the data. Cross-validation of the revised scales was performed using two different populations (n = 432, n = 728), with both studies producing similar model fits. Furthermore, our data shows that chemistry majors reported higher self-efficacy and interest than nonscience majors. Cronbach's alpha estimates ranged from 0.75 to 0.92 for the revised scales across all studies. This set of scales could provide useful tools for assessing general chemistry students' motivation and the motivational impacts of various teaching practices.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire