Published In
Chemistry Education Research and Practice
Document Type
Post-Print
Publication Date
5-30-2022
Subjects
Chemistry -- Curriculum -- Assessment, Student-centered learning, Chemistry -- Study and teaching (Higher)
Abstract
Chemistry education research has increasingly considered the role of affect when investigating chemistry learning environments over the past decade. Despite its popularity in educational spheres, mindset has been understudied from a chemistry-specific perspective. Mindset encompasses one's beliefs about the ability to change intelligence with effort and has been shown to be a domain-specific construct. For this reason, students’ mindset would be most relevant in chemistry if it were measured as a chemistry-specific construct. To date, no instrument has been developed for use in chemistry learning contexts. Here we present evidence supporting the development process and final product of a mindset instrument designed specifically for undergraduate chemistry students. The Chemistry Mindset Instrument (CheMI) was developed through an iterative design process requiring multiple implementations and revisions. We analyze the psychometric properties of CheMI data from a sample of introductory (general and organic) chemistry students enrolled in lecture courses. We achieved good data-model fit via confirmatory factor analysis and high reliability for the newly developed items, indicating that the instrument functions well with the target population. Significant correlations were observed for chemistry mindset with students’ self-efficacy, mastery goals, and course performance, providing external validity evidence for the construct measurement.
Rights
© Royal Society of Chemistry 2022
Locate the Document
DOI
10.1039/D2RP00102K
Persistent Identifier
https://archives.pdx.edu/ds/psu/37922
Citation Details
Santos, Deborah L.; Barbera, Jack; and Mooring, Suazette R., "Development Of The Chemistry Mindset Instrument (Chemi) For Use With Introductory Undergraduate Chemistry Students" (2022). Chemistry Faculty Publications and Presentations. 444.
https://archives.pdx.edu/ds/psu/37922
Description
This is the author’s version of a work that was accepted for publication in Chemistry Education Research and Practice. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Chemistry Education Research and Practice and can be found online at: https://doi.org/10.1039/D2RP00102K