NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116266
Record Type: Journal
Publication Date: 2016-Oct
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
Connecting Achievement Motivation to Performance in General Chemistry
Ferrell, Brent; Phillips, Michael M.; Barbera, Jack
Chemistry Education Research and Practice, v17 n4 p1054-1066 Oct 2016
Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n = 170). We explored the connections that exist among these three constructs as well as their connections to course performance. Multiple regression and path analysis revealed that self-efficacy measured during week 12 was the strongest predictor of final course grade followed by situational interest. We also report that personal interest is a significant predictor of future self-efficacy. Our results add to the growing literature on psychological constructs within chemistry education by identifying variables related to motivation that have a significant connection to course performance among chemistry students. We briefly address how these variables could be targeted in the classroom.
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: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A