Motivational Beliefs and Learning Strategies in Organic Chemistry

Autor/inn/en	Lynch, Douglas Jay; Trujillo, Hernando
Titel	Motivational Beliefs and Learning Strategies in Organic Chemistry
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 6, S.1351-1365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9264-x
Schlagwörter	Grades (Scholastic); Self Efficacy; Incentives; Academic Achievement; Learning Strategies; Student Motivation; Organic Chemistry; Probability; Gender Differences; Beliefs; College Students; Higher Education; Test Anxiety; Females; Intervention + Suchen Sie Ihr Suchwort? Notenspiegel; Self-efficacy; Selbstwirksamkeit; Anreiz; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Organische Chemie; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Geschlechterkonflikt; Belief; Glaube; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Examination phobia; Testangst; Prüfungsangst; Weibliches Geschlecht
Abstract	Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about their probability of success and how to study. This study is theoretically aligned with self-regulated learning research. Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry. Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students' sense of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable gender difference suggests that female chemistry students may especially profit from focused faculty intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10