Classroom assessments have the potential to change classroom practices by providing instructors information about students’ understanding, students’ attitude, and students’ emotions, among others. In this study, we explored students’ academic emotions throughout a semester in an introductory chemistry course for science major. A modified version of the Academic Emotions Questionnaire (AEQ) was used to examine students’ anxiety and enjoyment as related to different aspects of the academic achievement situations, class, exams, and learning. The questionnaire was administered online three times during the semester. Students’ scores in the measures were analyzed to examine possible trends of anxiety and enjoyment across the semester and compared with students’ performance in the course. Preliminary results and implication for teaching and research will be presented.

Anxiety and enjoyment: Exploring students’ academic emotions in general chemistry

253rd National Meeting (2017)

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