Multi-Institutional Study of Self-Efficacy within Flipped Chemistry Courses

Autor/inn/en	Naibert, Nicole; Duck, Kerry D.; Phillips, Michael M.; Barbera, Jack
Titel	Multi-Institutional Study of Self-Efficacy within Flipped Chemistry Courses
Quelle	In: Journal of Chemical Education, 98 (2021) 5, S.1489-1502 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barbera, Jack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01361
Schlagwörter	Self Efficacy; Self Management; Flipped Classroom; College Science; Undergraduate Students; Chemistry; Active Learning; Synchronous Communication; Student Motivation; Time Factors (Learning); Institutional Characteristics + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Flipped classrooms; Flip teaching; Inverted teaching; Chemie; Aktives Lernen; Schulische Motivation
Abstract	Active learning environments have been shown to be beneficial for student learning; however, including such activities can be limited by the class time available. One method that can provide more opportunities for active learning during face-to-face class time is the flipped learning approach. However, studies on the impacts of flipped learning environments on student motivation are limited. Therefore, in this multi-institutional study, general chemistry students enrolled in flipped courses at three institutions responded to measures of self-efficacy and self-regulatory strategies. The results from these measures were used to evaluate how students' academic self-efficacy (ASE) and chemistry self-efficacy (CSE) changed over the term at each institution as well as to compare students' CSE between the institutions. Evidence was found for scalar measurement invariance across all measures, such that latent means could be used to compare results over time and between the institutions. Overall, students at each institution showed a decrease in ASE over the term, although their CSE increased. Comparisons between the institutions showed that students at the Southeastern institution had a higher post CSE than students at the Western and Northwestern institutions. One salient difference between the institutions was the structure of the face-to-face class time, which suggests that there may be a relation between students' post CSE scores and the structure of the course. However, other variables, such as the demographic profiles of the institutions, may have also played a role in the observed differences. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01