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ERIC Number: EJ1116213
Record Type: Journal
Publication Date: 2016-Oct
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1756-1108
Learning and Studying Strategies Used by General Chemistry Students with Different Affective Characteristics
Chan, Julia Y. K.; Bauer, Christopher F.
Chemistry Education Research and Practice, v17 n4 p675-684 Oct 2016
Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the three groups. Students in the high group (strongly positive affective characteristics) were more autonomous learners, reporting they understood the notes they took in lecture more frequently than the group with low (more negative) affective characteristics. The high group also relied less on tutors and teaching assistants for help when preparing for exams. Participating in explanatory behavior (with self or other students) was correlated positively with stronger exam performance, whereas rapt attention or assiduous note-taking in lecture was negatively correlated. The high and low affective groups were indistinct in their reports of amount of quality time spent studying, but did differ in their approach to using a practice exam as a resource.
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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
Grant or Contract Numbers: N/A