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  Home > JCE Print > Journal of Chemical Education > Issues > 2009  > June  >
Research: Science and Education
Chemical Education Research
Attitude Counts: Self-Concept and Success in General Chemistry
Scott E. Lewis, Janet L. Shaw, and Judith O. Heitz
Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144

Gail H. Webster
Department of Chemistry, Guilford College, Greensboro, NC 27410

Cover
June 2009
Vol. 86 No. 6
p. 744
Abstract
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.
More Information
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Citation
Lewis, Scott E.; Shaw, Janet L.; Heitz, Judith O.; Webster, Gail H. J. Chem. Educ. 2009, 86, 744.
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Keywords
Chemical Education Research; Constructivism; First-Year Undergraduate / General; Inquiry-Based / Discovery Learning; Testing / Assessment
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History
Created:
Last Updated:
4/20/2009
4/24/2009
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