Julia Chan, Christopher Bauer (University of New Hampshire, USA)
Development of metacognitive abilities is considered an important factor for student success in general chemistry. In addition, numerous studies have shown academic performance to be related to students’ motivational beliefs. This study investigated the role of certain metacognitive and motivational characteristics and their relationship to student learning and success. A self-report survey, Motivated Strategies for Learning Questionnaire (MSLQ), was provided to students in general chemistry. The MSLQ subscales probe both metacognitive skills and aspects of motivation, such as goal orientation, task value, self-efficacy, self-regulation, and learning strategies. Data was collected before each monthly exam in the first and second semesters of the course. These data may provide insight regarding how these characteristics develop and interact over time with student performance. We are further interested in whether at risk students might be identified in a more reliable way by combining non-content as well as content performance metrics.