Connecting achievement motivation to performance in general chemistry

By: Dulmini Jayawardana

Department of Chemistry and Biochemistry, University of Wisconsin, Milwaukee 3210 North Cramer Street, Milwaukee, WI 53211

Advisor: Dr. Kristen Murphy

Abstract

In the last decade or so, the affective domain (interest, confidence, anxiety) has complemented cognitive factors (aptitude, spatial skills, math ability, prior conceptual knowledge, experiences in chemistry) in explaining and understanding student performance in introductory chemistry courses. The integration of both domains is particularly essential when examining performance in gateway courses (general chemistry), taken during the first two years of college, which are high enrollment, foundational courses and sometimes considered uninspiring even by high-ability students with an inherent interest in science. Researchers in chemistry education have utilized attitudinal and motivational surveys to understand the role affective dimensions play on performance in general chemistry, either individually or in combination with cognitive factors. However, motivation is a multi-dimensional and complex construct and the task of capturing it completely, using a single survey, to explain student performance is near impossible.

To that end, this seminar will focus on a study that discusses the importance of considering achievement motivational constructs in predicting performance. Using social cognitive theory as a framework, this study utilizes motivational constructs (self-efficacy, interests among others) to develop predictive models for student performance in a general chemistry course. Furthermore, this seminar will provide insight in considering motivational constructs in instruction with the ultimate goal of promoting student success in a general chemistry course.

References:

1. Ferrell B., Phillips M. M. and Barbera J., (2016), Connecting achievement motivation to performance in general chemistry, Chem. Educ. Res. Pract., 16(17), 1054–1066.

2. Ferrell B. and Barbera J., (2015), Analysis of students’ self-efficacy, interest, and eff ort beliefs in general chemistry, Chem. Educ. Res. Pract., 16(2), 318–337.

3. Bandura A., (1986), Social foundations of thought and action: a social cognitive theory, Englewood Cliff s, NJ: Prentice Hall

4. Uzuntiryaki E. and Aydin Y. C., (2009), Development and Validation of Chemistry SelfEfficacy Scale for College Students, Res. Sci. Educ., 39(4), 539–551.