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Investigating the Relations between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

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Title: Investigating the Relations between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses
Language: English
Authors: Nicole Naibert (ORCID 0000-0002-0711-6888), Suazette R. Mooring (ORCID 0000-0001-8133-8617), Jack Barbera (ORCID 0000-0003-3887-3301)
Source: Journal of Chemical Education. 2024 101(2):270-282.
Availability: 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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Student Attitudes, Chemistry, Self Efficacy, Goal Orientation, Organic Chemistry, Lecture Method, Intelligence, Introductory Courses, Gender Differences, Science Achievement, Summative Evaluation, Formative Evaluation
DOI: 10.1021/acs.jchemed.3c00929
ISSN: 0021-9584
1938-1328
Abstract: Students' view of intelligence (i.e., their mindset beliefs) has been found to be related to their self-efficacy and goal orientations as well as to influence their course outcomes. Comparisons of students' chemistry mindset between different groups found that organic chemistry I students held more of a growth mindset than general chemistry I students at the beginning of a term. Additionally, men tended to hold more growth mindset beliefs than women. Given these differences, structural equation modeling was used to explore the relations between students' mindset, self-efficacy, and goal orientations, along with their relation to achievement outcomes within a course. An indirect effect of mindset on summative achievement was found to be mediated through performance-avoidance goals, whereas the relation between self-efficacy and summative achievement was mediated through performance-approach, mastery-avoidance, and performance-avoidance goal orientations. While mindset was not found to be directly or indirectly related to formative achievement outcomes, self-efficacy was found to have an indirect effect on formative achievement through mastery-approach and mastery-avoidance goal orientations. Additionally, an interaction between mindset and self-efficacy was found to be related to performance-avoidance goals, as has been suggested in prior studies. These results point to the importance of mindset on achievement outcomes while also considering influences from self-efficacy and goal orientations. Future work is encouraged to investigate how these variables are related when they are measured throughout a term.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458813
Database: ERIC
FullText Text:
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  Data: Investigating the Relations between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses
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  Data: <searchLink fieldCode="AR" term="%22Nicole+Naibert%22">Nicole Naibert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0711-6888">0000-0002-0711-6888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suazette+R%2E+Mooring%22">Suazette R. Mooring</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8133-8617">0000-0001-8133-8617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jack+Barbera%22">Jack Barbera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3887-3301">0000-0003-3887-3301</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2024 101(2):270-282.
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  Data: 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
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  Data: Y
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  Data: 13
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Organic+Chemistry%22">Organic Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink>
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  Data: 10.1021/acs.jchemed.3c00929
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  Data: 0021-9584<br />1938-1328
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students' view of intelligence (i.e., their mindset beliefs) has been found to be related to their self-efficacy and goal orientations as well as to influence their course outcomes. Comparisons of students' chemistry mindset between different groups found that organic chemistry I students held more of a growth mindset than general chemistry I students at the beginning of a term. Additionally, men tended to hold more growth mindset beliefs than women. Given these differences, structural equation modeling was used to explore the relations between students' mindset, self-efficacy, and goal orientations, along with their relation to achievement outcomes within a course. An indirect effect of mindset on summative achievement was found to be mediated through performance-avoidance goals, whereas the relation between self-efficacy and summative achievement was mediated through performance-approach, mastery-avoidance, and performance-avoidance goal orientations. While mindset was not found to be directly or indirectly related to formative achievement outcomes, self-efficacy was found to have an indirect effect on formative achievement through mastery-approach and mastery-avoidance goal orientations. Additionally, an interaction between mindset and self-efficacy was found to be related to performance-avoidance goals, as has been suggested in prior studies. These results point to the importance of mindset on achievement outcomes while also considering influences from self-efficacy and goal orientations. Future work is encouraged to investigate how these variables are related when they are measured throughout a term.
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  Data: 2025
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  Data: EJ1458813
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        Value: 10.1021/acs.jchemed.3c00929
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      – Text: English
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        PageCount: 13
        StartPage: 270
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Organic Chemistry
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      – SubjectFull: Lecture Method
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      – SubjectFull: Intelligence
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Gender Differences
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      – SubjectFull: Science Achievement
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      – SubjectFull: Summative Evaluation
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      – SubjectFull: Formative Evaluation
        Type: general
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      – TitleFull: Investigating the Relations between Students' Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses
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