Identifying At-Risk Students in General Chemistry via Cluster Analysis of Affective Characteristics

Autor/inn/en	Chan, Julia Y. K.; Bauer, Christopher F.
Titel	Identifying At-Risk Students in General Chemistry via Cluster Analysis of Affective Characteristics
Quelle	In: Journal of Chemical Education, 91 (2014) 9, S.1417-1425 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500170x
Schlagwörter	At Risk Students; Chemistry; Science Instruction; Affective Behavior; Student Characteristics; Cognitive Ability; Satisfaction; Emotional Response; Self Concept; Mathematics Skills; Science Process Skills; Scores; Test Anxiety; Science Achievement; Tests; Comparative Analysis; Values; Expectation; Metacognition; Self Control; Disability Identification; College Students; High School Students + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Affective disturbance; Active behaviour; Affektive Störung; Denkfähigkeit; Zufriedenheit; Emotionales Verhalten; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Examination phobia; Testangst; Prüfungsangst; Examination; Prüfung; Examen; Wertbegriff; Expectancy; Erwartung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study is to identify academically at-risk students in first-semester general chemistry using affective characteristics via cluster analysis. Through the clustering of six preselected affective variables, three distinct affective groups were identified: low (at-risk), medium, and high. Students in the low affective group reported lower scores on intellectual accessibility, emotional satisfaction, math self-concept, chemistry self-concept, and self-efficacy and a higher score on test anxiety. Significant differences were found on exam performance between the high and low affective groups with the high affective group performing significantly better than the low affective group. In terms of value beliefs, expectancy beliefs, and metacognitive self-regulation, differences were found between the high and low groups as well. These findings provide instructors an efficient way of identifying and reaching out to at-risk students early in the semester, as well as gaining a better understanding of the affective profile found in general chemistry. (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	2017/4/10