Connecting achievement motivation to performance in general chemistry. Issue 4 (16th August 2016)

• Record Type: Journal Article
• Authors: Ferrell, Brent; Phillips, Michael M.; Barbera, Jack
• Is Part Of: Chemistry education research and practice. Volume 17:Issue 4(2016)
• Page Start: 1054
• Page End: 1066
• Publication Date: 2016-08-16
• Subjects: Chemistry -- Study and teaching (Higher) -- Europe -- Periodicals; Chemistry -- Periodicals; 507.114
• DOI: 10.1039/c6rp00148c
• Languages: English
• ISSNs: 1756-1108

Abstract

Abstract : 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.