Chemistry Self-concept Research Articles

Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity

Given the importance of students' competence beliefs in science learning, many researchers have focused on the interplay between self-concept and performance in various domains. However, little research has been undertaken on the structure of competence beliefs and the domain specificity in scientific subjects such as chemistry. This study, consequently, aims to analyze the structure of competence beliefs by taking into account components of self-concept and self-efficacy as well as domain and construct effects. By using the data of 459 German high-school students of grade levels 10 to 13, it was found that structural models, which distinguish between general self-concept, chemistry self-concept and chemistry self-efficacy, represented the data reasonably well. The results provide evidence for (1) the empirical distinction between self-concept and self-efficacy within the domain of chemistry; (2) significant differences between general academic and domain-specific self-concept; and (3) substantial relationships among students' competence beliefs and school achievement. Furthermore, teachers' orientations towards hands-on inquiry activities and students' enjoyment in science were strongly related to self-concept and self-efficacy. Based on present competence-oriented curricula, it was possible to clarify the relationship among self-concept and self-efficacy in chemistry.

Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

Attitude Counts: Self-Concept and Success in General Chemistry

General chemistry is a required first step for students who wish to pursue a career in science or health professions. The course often has low rates of student success and as a result serves as a gateway limiting access to science fields. This study seeks to better understand factors that are related to student success in general chemistry by focusing on the affective domain, in this case students' self-concept, or self-evaluation of ability as it pertains to a specific field of study. First, a profile of students' self-concept in the general chemistry setting is created. Next, the relationship between self-concept and success in the course is investigated, including examining the role of self-concept after taking into account a cognitive measure (SAT scores). This study is unique in that evidence is found for the impact of self-concept after taking into account a cognitive measure. Finally, the effect of a semester-long, inquiry-oriented learning environment on students' self-concept is described. Suggested interventions to improve student self-concept are also discussed.

Beyond "Student Attitudes": Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning

The development of a 40-item Likert-style assessment instrument for measuring student self-concept as a learner of chemistry is described. Developed for college-student populations, the Chemistry Self-Concept Inventory has subscales that pertain to chemistry learning, mathematics learning, academics in general, academic enjoyment, and creativity. Detailed information on validity is provided by means of exploratory factor analysis, comparisons between different populations of students (general chemistry, undergraduate peer leaders, and chemistry majors), and comparison with course performance. Reliability is established by estimation of internal consistency of subscales and retesting correlation. The importance of establishing psychometric characteristics is argued using chemical analysis analogies. The Chemistry Self-Concept Inventory is broadly applicable in any curriculum setting for assessing longitudinal change or for drawing comparisons among curriculum structures.