The Impact of Confidence: A Study on Self Confidence in Learning Chemistry and Study Habits

Presentation Type

Poster

Conference Date

Spring 4-17-2026

Abstract

Previously conducted research studies have aimed to explore the relationship between students’ level of confidence in general chemistry courses and their success in their course. Given this, there is little research on how the methods in which students use to learn are correlated and altered as their confidence in meeting their academic expectations in their course shifts.

This qualitative research study examines the methods undergraduate students attending a large public university in the southern United States, in the Fall 2024 semester adapt and change their methods and strategies for learning according to how they self-report their ability to learn and meet expectations throughout the semester.

Qualitative surveys were administered to 89 undergraduate students at various set points during the Fall 2024 semester, aimed at understanding and capturing changing confidence in their courses as well as evolving study methods, study tools, and academic expectations. Open-ended and variable responses provide rich data and understanding into these students’ experiences in their general chemistry course.

Based upon Albert Bandura’s Self-Regulation Framework, this research is being conducted to garner an understanding on how students’ beliefs and study strategies shift with a growing learning engagement in their general chemistry course. This study also aims at understanding the effective methods successful students utilize to learn general chemistry to better guide learning for undergraduate students in these courses.

Preliminary results will be presented.

Presenter

Iker Zuniga

Faculty Mentor

Zakiya Wilson-Kennedy

Award

1st Place, LSU College of Human Sciences & Education

Academic Major

Kinesiology

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