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ERIC Number: EJ775009
Record Type: Journal
Publication Date: 2007-Sep
Pages: 30
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0022-4308
Student Affect and Conceptual Understanding in Learning Chemistry
Nieswandt, Martina
Journal of Research in Science Teaching, v44 n7 p908-937 Sep 2007
This study explores the relationship between affective and cognitive variables in grade 9 chemistry students (n = 73). In particular, it explores how students' situational interest, their attitudes toward chemistry, and their chemistry-specific self-concept influence their understanding of chemistry concepts over the course of a school year. All affective variables were assessed at two time points: at the middle of the first semester of grade 9, and at the end of the second semester of grade 9, and then related to students' postinstructional understanding of chemical concepts. Results reveal that none of the affective variables measured at the earliest time point have a significant direct effect on postinstructional conceptual understanding. Looking at the different affective variables as intermediary constructs, however, reveals a pattern in which self-concept and situational interest measured at the middle of grade 9 contribute to self-concept measured at the end of grade 9, which in turn, has a positive, significant effect on students' postinstructional conceptual understanding. These results reveal the importance of a strong and positive self-concept, the feeling of doing well in the chemistry class, for developing a meaningful understanding of scientific concepts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A