Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety).  The at-home study strategies for exam preparation and in-class learning strategies during lecture were found to differ.  Students with strongly positive affective characteristics reported they understood the notes they took in lecture more frequently than the low affective group and also relied less on tutors and teaching assistants for help when preparing for exams. In particular, these students were more autonomous learners than students with more negative affective characteristics when studying for exams. In terms of quality time spent studying or doing chemistry-related assignments, the positive and negative affective groups were indistinct.  Although they did not differ in what they did, they did differ in the way they thought about processing information.  Important implications for teaching and learning are discussed. <br/><br/>

Learning and studying strategies used by general chemistry students with different affective characteristics

251st National Meeting (2016)

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