Exploring Student Affective Experiences in Inorganic Chemistry Courses: Understanding Student Anxiety and Enjoyment

Abstract

This chapter provides a brief introduction to multiple theories regarding student learning and their emotional experiences in the classroom (i.e., affective learning); the chapter is written as a primer for inorganic chemistry instructors interested in understanding the relationships between learning and affect. Additionally, we provide an exemplar where we used Control-Value Theory of Achievement Emotions as a lens to explore student experiences within foundation-level inorganic chemistry courses. Using an adapted version of the Achievement Emotions Questionnaire, student experiences of anxiety and enjoyment were measured regarding taking exams, attending class, and studying for their foundation-level inorganic chemistry course. Evidence for validity and reliability were obtained for the adapted measure prior to evaluating student feelings of anxiety and enjoyment in relation to a summative final exam. Results show a significant, negative correlation between student feelings of anxiety during examination settings and scores on a summative final exam. These findings provide further support for the assumptions of Control-Value Theory of Achievement Emotions, as well as the role of affect in the learning process. Implications for researchers and inorganic chemistry educators are presented in the context of our findings, as well as holistically regarding student affective learning.