Investigating the Relations Between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses
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This material is based upon work supported by the National Science Foundation under Grant Nos. 2111182 and 2111194. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Published In
Journal of Chemical Education
Document Type
Citation
Publication Date
2-2-2024
Abstract
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.
Rights
© 2024 American Chemical Society and Division of Chemical Education, Inc.
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DOI
10.1021/acs.jchemed.3c00929
Persistent Identifier
https://archives.pdx.edu/ds/psu/41773
Publisher
American Chemical Society and Division of Chemical Education, Inc.
Citation Details
Naibert, N., Mooring, S. R., & Barbera, J. (2024). Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses. Journal of Chemical Education.