This study investigated the self-efficacy of first-year Chemistry students at a South African university. The research involved a quantitative survey of 333 students using the College Chemistry Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). Descriptive statistics on data for the CCSS scales suggested that students have positive beliefs in their capability to accomplish chemistry tasks. The students scored more strongly on the self-efficacy constructs of cognitive and psychomotor skills than on everyday application. There was a significant difference between students of different professional orientations for cognitive skills and everyday applications, with students enrolled for Chemical Engineering having the highest mean scores for these constructs. A multiple regression analysis was run in order to explore the relationship between chemistry self-efficacy and performance in a chemistry examination. The analysis indicated that cognitive skills significantly predicted chemistry performance, while psychomotor skills and everyday applications had no significant impact. The implications for research and instruction are discussed in terms of the relationship between chemistry self-efficacy and performance.

中文翻译：

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南非一年级大学生化学自我效能与其学业成绩之间的关系†

这项研究调查了南非大学化学专业大一学生的自我效能感。该研究使用Uzuntiryaki和Capa Aydin（2009）开发的大学化学自我效能量表（CCSS）对333名学生进行了定量调查。CCSS量表的数据描述性统计表明，学生对他们完成化学任务的能力抱有积极的信念。学生在认知和心理运动技能的自我效能感结构上的得分比在日常应用中得分更高。认知技能和日常应用的不同专业方向的学生之间存在显着差异，化学工程专业的学生在这些结构上的平均得分最高。为了探索化学自我效能与化学检查性能之间的关系，进行了多元回归分析。分析表明，认知技能显着预测化学性能，而心理运动技能和日常应用则无显着影响。根据化学自我效能和性能之间的关系讨论了研究和指导的意义。