Exploring Diverse Students' Trends in Chemistry Self-Efficacy throughout a Semester of College-Level Preparatory Chemistry

Autor/inn/en	Villafañe, Sachel M.; Garcia, C. Alicia; Lewis, Jennifer E.
Titel	Exploring Diverse Students' Trends in Chemistry Self-Efficacy throughout a Semester of College-Level Preparatory Chemistry
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 2, S.114-127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c3rp00141e
Schlagwörter	Chemistry; Science Instruction; Self Efficacy; Majors (Students); College Students; College Science; Gender Differences; Racial Differences; Ethnicity; Scores; STEM Education; Minority Group Students; Questionnaires; College Entrance Examinations; Statistical Analysis; Mathematics Achievement; Hierarchical Linear Modeling; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Collegestudent; Geschlechterkonflikt; Rassenunterschied; Ethnizität; STEM; Fragebogen; Aufnahmeprüfung; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Chemistry self-efficacy has been defined as a student's beliefs about his or her own capability to perform a given chemistry task. These chemistry self-efficacy beliefs can be influenced by students' experiences in a course, and eventually, these beliefs could affect students' decisions to continue into STEM related-careers. In this study, we examined students' chemistry self-efficacy throughout a semester in a college preparatory chemistry course for science majors. Students' chemistry self-efficacy was measured five times during a semester using items from the Chemistry Attitudes and Experiences Questionnaire (CAEQ). A multilevel modeling analysis was performed with a growth curve model to examine changes in self-efficacy across the term, including the potential for differences by sex and race/ethnicity. Differences in expected CSE scores were noticeable at the beginning of the semester, but this gap was smaller by the end of the semester. Higher initial CSE scores and a negative trend as the term continued were observed for Black and Hispanic males when compared with White males. In contrast, the CSE trend for Hispanic females was found to be positive. The findings in this study showed the importance of measuring CSE beliefs at multiple time points and for students from demographic groups underrepresented in STEM fields, being alert to the potential for different CSE trajectories. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01