Chemistry education research has shown that the affective domain can be as important as the cognitive domain when understanding factors that influence students’ performance in chemistry. In this study, measures of effort beliefs, academic interest, and chemistry self-efficacy were modified and used in an organic chemistry course. The measures were given at different time-points during the semester to track students’ responses, changes and relationships with performance. Results and implications for teaching and research will be highlighted.

Effort, interest, and self-efficacy: An exploratory investigation in organic chemistry

251st National Meeting (2016)

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