关键词：
Chemistry
Educational psychology
Science education
摘要：
Self-regulated-learning (SRL) and study-behavior dynamics in a non-honors Organic Chemistry 1 course were measured by administering a 101-item survey at the beginning and conclusion of the semester. The self-report instrument contained all 81 items of the Motivated Strategies for Learning Questionnaire (MSLQ), in addition to 20 researcher-penned items measuring specific self-regulated learning and Chemistry-specific studying behaviors, based on the Chemical-Education literature. Statistically significant decreases in SRL and effective study behaviors were observed for the general sample between survey administrations. Participants who modified their study behaviors, in response to disappointing performance, however, evinced consistently high SRL behaviors at the beginning and end of the semester. Participant characteristics, such as academic-class level, duration length since their last General Chemistry course, reported General-Chemistry performance, and demographics failed to evince a consistently influential role in moderating these changes. While reported cumulative GPA manifested a similarly insignificant influence as other participant characteristics, study behaviors of high-GPA participants proved the most resistant to change. Implications for more engaging Organic-Chemistry curriculum design, classroom instruction, learning support, and future research directions are also illuminated.
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