Cross-sectional study of the relationship between Attitudes, Self-efficacy beliefs, Career aspirations and Learning outcomes of Undergraduate chemistry students in Universities in Australia, New Zealand and United Kingdom

This study first investigates the relationship between attitudes toward chemistry, chemistry self-efficacy beliefs, career aspirations and learning outcomes of undergraduate chemistry students. Chemistry self-efficacy is then used as a lens for investigating factors that influence retention in chemistry courses. Results show students’ attitudes, self-efficacy beliefs and career aspirations vary by educational systems, gender, prior chemistry study and by their study program. The findings also suggest that the broad factors influencing retention in chemistry courses are pedagogical, affective and career and employment related factors. Based on these findings, a framework for student retention in chemistry courses has been proposed.