The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university

The transition from high school to tertiary education can be a daunting prospect for students. The prospect of laboratories, an unfamiliar environment, for students, can increase levels of anxiety. Moreover, there is a growing body of evidence that suggests that students’ self-efficacy is inversely...

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Bibliographic Details
Main Authors:	Cara Rummey, Tristan D Clemons, Dino Spagnoli
Format:	Article
Language:	English
Published:	Queensland University of Technology 2019-03-01
Series:	Student Success
Subjects:	Chemistry Laboratory Anxiety Self-efficacy first year experience
Online Access:	https://studentsuccessjournal.org/article/view/1104

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spelling	doaj-dbc5e5ce2ba64423be4572b1bf1be2f42020-11-25T01:29:41ZengQueensland University of TechnologyStudent Success2205-07952019-03-01101879810.5204/ssj.v10i1.11041104The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of universityCara Rummey0Tristan D Clemons1Dino Spagnoli2University of Western AustraliaUniversity of Western AustraliaUniversity of Western AustraliaThe transition from high school to tertiary education can be a daunting prospect for students. The prospect of laboratories, an unfamiliar environment, for students, can increase levels of anxiety. Moreover, there is a growing body of evidence that suggests that students’ self-efficacy is inversely correlated with students’ anxiety. We surveyed students at the start and end of a semester to evaluate levels of anxiety and self-efficacy in relation to several aspects of the chemistry laboratory. Time management and answering assessed questions are the aspects that contribute to high levels of anxiety and low levels of self-efficacy at the start of semester. Students generally reported lower anxiety and higher self-efficacy at the end of the semester about every aspect probed. These results are of interest to any discipline that offers an unfamiliar learning environment for students as aspects such as time management and answering assessed questions are not discipline specific. We investigated the different aspects of anxiety and self-efficacy in relation to various demographic factors.https://studentsuccessjournal.org/article/view/1104Chemistry LaboratoryAnxietySelf-efficacyfirst year experience
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Cara Rummey Tristan D Clemons Dino Spagnoli
spellingShingle	Cara Rummey Tristan D Clemons Dino Spagnoli The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university Student Success Chemistry Laboratory Anxiety Self-efficacy first year experience
author_facet	Cara Rummey Tristan D Clemons Dino Spagnoli
author_sort	Cara Rummey
title	The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
title_short	The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
title_full	The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
title_fullStr	The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
title_full_unstemmed	The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
title_sort	impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university
publisher	Queensland University of Technology
series	Student Success
issn	2205-0795
publishDate	2019-03-01
description	The transition from high school to tertiary education can be a daunting prospect for students. The prospect of laboratories, an unfamiliar environment, for students, can increase levels of anxiety. Moreover, there is a growing body of evidence that suggests that students’ self-efficacy is inversely correlated with students’ anxiety. We surveyed students at the start and end of a semester to evaluate levels of anxiety and self-efficacy in relation to several aspects of the chemistry laboratory. Time management and answering assessed questions are the aspects that contribute to high levels of anxiety and low levels of self-efficacy at the start of semester. Students generally reported lower anxiety and higher self-efficacy at the end of the semester about every aspect probed. These results are of interest to any discipline that offers an unfamiliar learning environment for students as aspects such as time management and answering assessed questions are not discipline specific. We investigated the different aspects of anxiety and self-efficacy in relation to various demographic factors.
topic	Chemistry Laboratory Anxiety Self-efficacy first year experience
url	https://studentsuccessjournal.org/article/view/1104
work_keys_str_mv	AT cararummey theimpactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity AT tristandclemons theimpactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity AT dinospagnoli theimpactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity AT cararummey impactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity AT tristandclemons impactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity AT dinospagnoli impactofseveraldemographicfactorsonchemistrylaboratoryanxietyandselfefficacyinstudentsfirstyearofuniversity
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The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university

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