| Three research studies were conducted to monitor and understand students' affective characteristics in the first-semester of a first-year general chemistry course. The first study investigated students' exam achievement, attitudes, and self-concepts in a fully-randomized, experimental design, contrasting Peer-Led Team Learning (PLTL) with a control group (non-PLTL) balanced for time-on-task. Achievement was measured by exam scores and established instruments were used to assess changes in students' affective characteristics. No differences in achievement and affective characteristics were found between the two groups. However, disaggregation by sex and class-year showed males and first-year students reported higher positive attitude, self-concept, and achievement than females and non first-year students. Overall, certain aspects of attitude and self-concept showed a slight but significant decline throughout the semester.;The second study identified academically at-risk students using a pre-selected set of affective characteristics via cluster analysis. Through the clustering of six affective variables, three distinct affective groups were delineated: low (at-risk), medium, and high. Low affective students reported lower scores on intellectual accessibility, emotional satisfaction, math self-concept, chemistry self-concept, 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. Furthermore, high affective students reported higher value, expectancy, and metacognitive self-regulative beliefs than low affective students.;As a follow-up to the second study, the third study looked at the extent to which students in the three clusters differ in their use of studying strategies for preparing exams and learning strategies in lecture. Students in the high affective group reported they understand the notes they take in lecture more frequently than the low group and also relied less on tutors, teaching assistants, and PLTL leaders for help when preparing for exams. Specifically, when doing a practice exam, high affective students (also high achievers) show characteristics typical of autonomous learners whereas low affective students relied less on self and more on external resources. In terms of quality time spent studying or doing chemistry-related assignments, the two groups were surprisingly indistinct. Important implications for teaching and learning are discussed. |
