Student affect and conceptual understanding in learning chemistry

By Martina Nieswandt. 2007

198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/311e68e06ab9d3ae4dbba77781a6435d705e0813

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “, attention, effort, and persistence) and their acquisition of knowledge (Ainley et al., 2002; Krapp, 1999; Nieswandt, 2007; Schraw, 1997; Schraw, Bruning, & Svoboda, 1995).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Thus, perceptions of competence at science are strong predictors of future science achievement (Nieswandt, 2007; Simpson & Oliver, 1990; Welch, Walberg, & Fraser, 1986).”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, methodology): “SEM is being used increasingly in science-education research, particularly when the research involves the testing of theoretical models (e.g., Nieswandt, 2007; Wang, Oliver, & Staver, 2008; Willson, Ackerman, & Malave, 2000).”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, background): “For example, the self-concept in chemistry was found to be a valid predictor of course grades in chemistry (Bauer, 2005), performance on an examination of the American Chemical Society (Lewis, Shaw, & Heitz, 2009), and the understanding of chemical concepts (Nieswandt, 2007).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, unknown): “…a reciprocal relation to other motivational variables, such as goals (Harackiewicz et al., 2008; Renninger, Bachrach, & Posey, 2008), self-efficacy (Nieswandt, 2007), self-regulation (Sansone, 2009; Sansone, Weir, Harpster, & Morgan, 1992; see Hidi & Ainley, 2008), and achievement value (Frenzel…”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “If the girl’s teacher were able to sit and think with the girl’s group about an assigned problem: describing aloud how he or she is thinking and asking questions of each of the students in such a way that a conversation about the problem begins (see Schoenfeld, 1992), this might be the kind of trigg”
An Investigation of Students’ Personality Traits and Attitudes toward Science (2011, background): “In contrast, low levels of attitudes toward science are likely to result in students’ apathy toward science or dropout from advanced science classes (Nieswandt, 2007).”