Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses.
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| Title: | Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses. |
|---|---|
| Authors: | Salame, Issa I.1 isalame@ccny.cuny.edu, Khan, Hussain2 hussain.k9299@gmail.com, Megally, Eman1 emegall000@citymail.cuny.edu |
| Source: | International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p407-426. 20p. |
| Subject Terms: | *Self-efficacy in students, *Chemistry education, *Minority college students, *Educational intervention, *College students, *Urban education, *Academic achievement, Self-efficacy |
| Company/Entity: | City University of New York. City College |
| Abstract: | Self-efficacy is an individual's belief in their ability to successfully perform a specific task. The purpose of this research project is to examine students' self-efficacy and its relationship to success and performance in chemistry courses at the college level. The research study took place at the City College of New York, a minority-serving, Commuter College in an urban setting. The research participants were students enrolled in chemistry courses. The research method used in this study consisted of a questionnaire that was made up of Likert-scale and open-ended questions. The Likert-type questions were on a five-point scale that was converted into numerical values, and the averages of the students' responses were taken. For the open-ended questions, the data was coded and compiled based on categories and similarities, converted into percentages, and used to create bar charts. Our findings show that there is a positive correlation between self-efficacy and GPA, as well as the number of college credits completed. Additionally, the findings suggest that students' confidence in their skills, which is influenced by characteristics including mastery experiences, structured academic support, and self-regulated learning practices, is strongly associated with their academic achievement. The study underlines the necessity of creating educational environments that promote self-efficacy through focused interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192718087 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salame%2C+Issa+I%2E%22">Salame, Issa I.</searchLink><relatesTo>1</relatesTo><i> isalame@ccny.cuny.edu</i><br /><searchLink fieldCode="AR" term="%22Khan%2C+Hussain%22">Khan, Hussain</searchLink><relatesTo>2</relatesTo><i> hussain.k9299@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Megally%2C+Eman%22">Megally, Eman</searchLink><relatesTo>1</relatesTo><i> emegall000@citymail.cuny.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p407-426. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Minority+college+students%22">Minority college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+education%22">Urban education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22City+University+of+New+York%2E+City+College%22">City University of New York. City College</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Self-efficacy is an individual's belief in their ability to successfully perform a specific task. The purpose of this research project is to examine students' self-efficacy and its relationship to success and performance in chemistry courses at the college level. The research study took place at the City College of New York, a minority-serving, Commuter College in an urban setting. The research participants were students enrolled in chemistry courses. The research method used in this study consisted of a questionnaire that was made up of Likert-scale and open-ended questions. The Likert-type questions were on a five-point scale that was converted into numerical values, and the averages of the students' responses were taken. For the open-ended questions, the data was coded and compiled based on categories and similarities, converted into percentages, and used to create bar charts. Our findings show that there is a positive correlation between self-efficacy and GPA, as well as the number of college credits completed. Additionally, the findings suggest that students' confidence in their skills, which is influenced by characteristics including mastery experiences, structured academic support, and self-regulated learning practices, is strongly associated with their academic achievement. The study underlines the necessity of creating educational environments that promote self-efficacy through focused interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19222a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 407 Subjects: – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Minority college students Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: College students Type: general – SubjectFull: Urban education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: City University of New York. City College Type: general Titles: – TitleFull: Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salame, Issa I. – PersonEntity: Name: NameFull: Khan, Hussain – PersonEntity: Name: NameFull: Megally, Eman IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
