| An increasing number of nontraditional students are attending undergraduate introductory chemistry courses in order to fulfill degree requirements or to advance careers. Since self-efficacy is positively related to academic achievement, this study sought to examine changes in nontraditional students' chemistry self-efficacy beliefs and to identify factors that influence their chemistry self-efficacy (CSE). Chemistry self-efficacy was measured twice during the study using a chemistry self-efficacy instrument. Quantitative data were triangulated with qualitative data obtained from interviews of four students. The research findings revealed a moderate level of chemistry self-efficacy belief for students with both increases and decreases of CSE observed during the semester. Interview data interpretation revealed three themes related to factors affecting CSE: Sources of Chemistry Self-efficacy, Contextual Variables, and Resiliency to Obstacles. Based on the findings, recommendations for educational practice and future studies were made. |
