According to the Social Cognitive Theory for students to be successful and persist in STEM-related careers, a strong sense of self-efficacy is necessary. Chemistry self-efficacy (CSE) has been defined as a student’s beliefs about his or her own capability to perform a given chemistry task. There are four sources that will influence the level of self-efficacy: mastering experiences, social persuasion, vicarious experiences and psychological states.  In this study, we explore students’ CSE in a general chemistry setting with a diverse population. We investigated CSE across the semester and how the different sources shaped students’ confidence. Also, we explored the relationship between students’ CSE beliefs, classroom teaching and deep learning strategies. This study involves both quantitative and qualitative methods to understand these relationships.  Students enrolled in a 1<sup>st</sup> semester general chemistry class were given a pre and post surveys, which addressed CSE, efficacy-enhancing teaching, and students’ use of deep learning strategies. This data was analyzed quantitatively and determined that both efficacy-enhancing teaching and deep-learning strategies used by students have a positive influence on CSE. It was also found that students CSE scores significantly increase across the semester.  Additionally, students’ interviews were conducted to understand better these relationships. These interviews are being analyzed in light of Bandura’s Social Cognitive Theory to determine patterns in their responses. The findings and its implications to STEM persistence will be discussed.  <br/>

Students’ chemistry self-efficacy: Exploring its relationship with their sources, teaching and learning in a general chemistry course

255th National Meeting (2018)

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