Resumen de Feelings of Shame in a First Semester Organic Chemistry Course: Associations between Shame and Examination Performance for Multiple Learner Groups
Stephanie J. H. Frost, Justin M. Pratt, Daniel Cruz Ramírez de Arellano, Kimberly Bliss Roche, Jeffrey R. Raker
Shame is a largely understudied construct in chemistry course contexts compared to other feelings and experiences (e.g., test anxiety, motivation). Introductory organic chemistry courses offer a unique context for exploring shame as the course has a particular reputation for being difficult and many learners begin the course concerned about their performance due to its importance for future studies, both stances associated with an increased potential to experience shame. In this study, we explore shame using the Control-Value Theory lens, considering the relationship between shame and performance measures and any differences between shame experiences and learner groups (i.e., binary sex and race/ethnicity). We measured shame using the Achievement Emotions Questionnaire-Organic Chemistry (AEQ-OCHEM) in the first semester of a yearlong organic chemistry course; shame was measured in relation to the classroom, study, and testing contexts. Confirmatory factor analyses resulted in evidence of appropriate model fit, with necessary measurement invariance evidence for group comparisons. Results corroborate the theory that shame experiences are associated with performance (e.g., increased shame is associated with decreased organic chemistry examination performance). Results of two-way ANOVAs resulted in evidence of differing shame experiences by learner groups (i.e., binary sex and race/ethnicity) despite no evidence of differences by those groups in examination or overall course performance. These results suggest that chemistry instructors should be cognizant of their classroom environments, consider the messaging of high-stakes assessments, and implement activities to assist chemistry learners in coping with shame (and other negative) experiences. Researchers should consider how shame is interrelated with other measures associated with course performance (e.g., motivation, utility value) and how shame experiences across time are reciprocally associated with chemistry course performance.
