Investigating the Relations between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

被引:1
作者
Naibert, Nicole [1 ]
Mooring, Suazette R. [1 ]
Barbera, Jack [2 ]
机构
[1] Georgia State Univ, Dept Chem, Atlanta, GA 30302 USA
[2] Portland State Univ, Dept Chem, Portland, OR 97201 USA
基金
美国国家科学基金会;
关键词
first-year undergraduate/general; chemicaleducationresearch; IMPLICIT THEORIES; FIT INDEXES; ACHIEVEMENT;
D O I
10.1021/acs.jchemed.3c00929
中图分类号
O6 [化学];
学科分类号
0703 ;
摘要
Students' view of intelligence (i.e., their mindset beliefs) has been found to be related to their self-efficacy and goal orientations as well as to influence their course outcomes. Comparisons of students' chemistry mindset between different groups found that organic chemistry I students held more of a growth mindset than general chemistry I students at the beginning of a term. Additionally, men tended to hold more growth mindset beliefs than women. Given these differences, structural equation modeling was used to explore the relations between students' mindset, self-efficacy, and goal orientations, along with their relation to achievement outcomes within a course. An indirect effect of mindset on summative achievement was found to be mediated through performance-avoidance goals, whereas the relation between self-efficacy and summative achievement was mediated through performance-approach, mastery-avoidance, and performance-avoidance goal orientations. While mindset was not found to be directly or indirectly related to formative achievement outcomes, self-efficacy was found to have an indirect effect on formative achievement through mastery-approach and mastery-avoidance goal orientations. Additionally, an interaction between mindset and self-efficacy was found to be related to performance-avoidance goals, as has been suggested in prior studies. These results point to the importance of mindset on achievement outcomes while also considering influences from self-efficacy and goal orientations. Future work is encouraged to investigate how these variables are related when they are measured throughout a term.
引用
收藏
页码:270 / 282
页数:13
相关论文
共 50 条
  • [1] [Anonymous], 1997, Self-efficacy: The exercise of control
  • [2] [Anonymous], 2011, PRINCIPLES PRACTICE, V4th
  • [3] Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention
    Blackwell, Lisa S.
    Trzesniewski, Kali H.
    Dweck, Carol Sorich
    [J]. CHILD DEVELOPMENT, 2007, 78 (01) : 246 - 263
  • [4] Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation
    Burnette, Jeni L.
    O'Boyle, Ernest H.
    VanEpps, Eric M.
    Pollack, Jeffrey M.
    Finkel, Eli J.
    [J]. PSYCHOLOGICAL BULLETIN, 2013, 139 (03) : 655 - 701
  • [5] STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
    Canning, Elizabeth A.
    Muenks, Katherine
    Green, Dorainne J.
    Murphy, Mary C.
    [J]. SCIENCE ADVANCES, 2019, 5 (02)
  • [6] Sensitivity of goodness of fit indexes to lack of measurement invariance
    Chen, Fang Fang
    [J]. STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2007, 14 (03) : 464 - 504
  • [7] A POWER PRIMER
    COHEN, J
    [J]. PSYCHOLOGICAL BULLETIN, 1992, 112 (01) : 155 - 159
  • [8] Characterizing and identifying influences on undergraduates' attitudes towards organic chemistry
    Collini, Melissa A.
    Rocha, Lauren A.
    Ford, Jayda E.
    Weber, Rebecca
    Atkinson, Molly B.
    [J]. CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 2023, 24 (02) : 723 - 739
  • [9] Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach
    Dai, Ting
    Cromley, Jennifer G.
    [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2014, 39 (03) : 233 - 247
  • [10] Davidov S., 2011, METHODOLOGICAL INNOV, V6, P95, DOI DOI 10.4256/MIO.2010.0030