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Exploring First-Year Science Students' Chemistry Self-Efficacy

  • Jacinta Dalgety
  • Richard K. CollEmail author
Article

Abstract

First-year chemistry classes typically comprise of a mixture of majors and non-majors. Reports in the literature suggest that students have lower self-efficacy for subjects outside their intending major. Here we report on research that examines changes in chemistry students' chemistry self-efficacy throughout their first year of chemistry study at a New Zealand University. Chemistry self-efficacy was measured at three times throughout the year using the self-efficacy component of the Chemistry Attitudes and Experiences Questionnaire (CAEQ). Quantitative data were triangulated with qualitative data obtained from interviews of a cohort of 19 students. The research findings provide insights into the chemistry learning tasks that students feel high and low levels of confidence in.

Keywords

Science Teaching Counselling Psychology Vocational Behaviour Laboratory Class Chemistry Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© National Science Council, Taiwan 2006

Authors and Affiliations

  1. 1.Ministry of EducationWellingtonNew Zealand
  2. 2.The University of WaikatoNew Zealand

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