Investigating the Relationship between Self-Efficacy and Success in Chemistry Courses

Abstract

Self-efficacy is an individual’s belief in their ability to successfully perform a
specific task. The purpose of this research project is to examine students’ self-
efficacy and its relationship to success and performance in chemistry courses at the
college level. The research study took place at the City College of New York, a
minority-serving, Commuter College in an urban setting. The research participants
were students enrolled in chemistry courses. The research method used in this
study consisted of a questionnaire that was made up of Likert-scale and open-
ended questions. The Likert-type questions were on a five-point scale that was
converted into numerical values, and the averages of the students’ responses were
taken. For the open-ended questions, the data was coded and compiled based on
categories and similarities, converted into percentages, and used to create bar
charts. Our findings show that there is a positive correlation between self-efficacy
and GPA, as well as the number of college credits completed. Additionally, the
findings suggest that students’ confidence in their skills, which is influenced by
characteristics including mastery experiences, structured academic support, and
self-regulated learning practices, is strongly associated with their academic
achievement. The study underlines the necessity of creating educational
environments that promote self-efficacy through focused interventions.