Development of Chemistry Attitudes and Experiences Questionnaire (CAEQ).

By J. Dalgety, R. Coll, Alister Jones. 2003

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Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy (2020, background): “…and lack of sufficient resources to complete the tasks (Aydın and Uzuntiryaki 2009; Dalgety and Coll 2006; Lorsbach and Jinks 1999; Tymms 1997; Richard et al. 2002; Jones and Young 1995; Talton and Simpson 1986; Smist and Owen 1994; Lent et al. 1984; Williams 1994; Betz and Hackett 1983;…”
Exploring First-Year Science Students' Chemistry Self-Efficacy (2006, methodology): “The literature suggests that females prefer a less competitive learning environment ( Coll, Taylor & Fisher, 2002 and references therein) and hence collaborative group work in particular may be helpful in raising female chemistry self-efficacy.”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, background): “In the present context, chemistry self-efficacy refers to a student’s belief that he or she can achieve in a college chemistry course (Dalgety et al., 2003).”
Development and Validation of Chemistry Self-Efficacy Scale for College Students (2009, methodology): “With respect to chemistry, Dalgety et al. (2003) developed an instrument called “Chemistry Attitudes and Experiences Questionnaire (CAEQ)” to measure first-year university chemistry students’ attitude toward chemistry, chemistry selfefficacy, and learning experiences.”