There are numerous influential factors contributing to students’ successful learning in introductory chemistry courses. One popularized factor is mathematical preparedness as gauged by a prerequisite mathematics grade or a standardized exam score. Less well known factors are students’ attitude toward the subject of chemistry or students’ involvement with chemistry. In this replication and extension study, students’ attitude in introductory chemistry courses, including a chemistry course designed for nursing and allied health students, was measured using the Attitude toward the Subject of Chemistry Inventory. Results show that a low-involvement hierarchy of attitude effect for students’ attitude toward chemistry, previously observed after 5 weeks, persists throughout a semester, and is likely widespread in classes across our department. Results also suggest a measurable difference between students’ emotional satisfaction with chemistry and their emotional attachment to chemistry, the latter of which is connected with their engagement with chemistry rather than their achievement in chemistry. Students’ low-involvement influence on chemistry achievement is being mediated predominantly by the affective subcomponent of their attitude. Attitudes are learned and a low-involvement hierarchy of attitude effect is susceptible to positive change. The results presented herein cement the reliability and generality of previous findings and extend those findings. The hierarchy of attitude effect can serve as a bifocal lens to capture evidence of students’ engagement with chemistry learning (learning process) as well as their chemistry achievement (learning product).

中文翻译：

---

将态度影响的层次结构与学生的参与度和化学成就联系起来

有许多影响因素有助于学生在化学入门课程中取得成功的学习。一个普及的因素是数学准备程度，它是通过必备的数学等级或标准化考试成绩来衡量的。鲜为人知的因素是学生对化学学科的态度或学生对化学的参与。在这项复制和延伸研究中，使用对化学库存主题的态度来测量学生在化学入门课程中的态度，包括专为护理和专职健康学生设计的化学课程。结果表明，先前对学生对化学态度的态度参与程度较低，这是在5周后观察到的，整个学期持续存在，并且很可能在我们系的所有班级中广泛传播。结果还表明，学生对化学的情感满意度与对化学的情感依恋之间存在可测量的差异，后者与他们对化学的参与而不是他们在化学方面的成就有关。学生对化学成绩的低投入影响主要是由他们态度的情感子成分所介导的。可以学习态度，态度影响程度低的等级制度很容易发生积极变化。本文介绍的结果巩固了先前发现的可靠性和一般性，并扩展了这些发现。态度效果的层次结构可以用作双焦点镜头，以捕获学生参与化学学习（学习过程）及其化学成就（学习产品）的证据。