Development and Pilot Evaluation of a Chemistry Capital Questionnaire: Factor Structure and Internal Consistency

IF 3 3区教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY

Journal of Chemical Education Pub Date : 2026-10-13 Epub Date: 2026-09-17 DOI:10.1021/acs.jchemed.6c00414

Merima Mrdic, Nermin Đapo, Lilith Rüschenpöhler

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引用次数: 0

Abstract

This study describes the development and evaluation of the Chemistry Capital (ChemCap) Questionnaire, an instrument designed to measure domain-specific social and cultural resources in chemistry education. Drawing on the broader science capital framework, chemistry capital explores how students’ resources, dispositions, and social networks specifically influence their relationship with chemistry. A pilot study was conducted with 352 lower and upper secondary school students in Sarajevo Canton, Bosnia and Herzegovina. Exploratory Factor Analysis (EFA) supported a nine-factor model, identifying distinct dimensions for general extrinsic motivation and teacher-supported extrinsic motivation. The final 62-item version demonstrated strong internal consistency, with Cronbach’s alpha coefficients ranging from .793 to .959 across all subscales (self-concepts, individual strategies, motivation, parental/guardian attitudes, family support, and teacher support). These findings provide evidence of the ChemCap Questionnaire’s validity and consistency as a tool for understanding educational inequalities and measuring chemistry capital, setting the stage for subsequent confirmatory testing.

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化学资本问卷的编制与试点评价：因子结构与内部一致性

本研究描述了化学资本（ChemCap）问卷的开发和评估，这是一种旨在测量化学教育中特定领域的社会和文化资源的工具。借鉴更广泛的科学资本框架，《化学资本》探讨了学生的资源、性格和社会网络如何具体影响他们与化学的关系。在波斯尼亚-黑塞哥维那萨拉热窝州对352名初中和高中学生进行了一项试点研究。探索性因素分析（EFA）支持一个九因素模型，确定了一般外在动机和教师支持的外在动机的不同维度。最终的62项版本显示出很强的内部一致性，Cronbach的alpha系数从。793 . to。在所有子量表（自我概念、个人策略、动机、父母/监护人态度、家庭支持和教师支持）中得分为959。这些发现为ChemCapQuestionnaire作为理解教育不平等和测量化学资本的工具的有效性和一致性提供了证据，为后续的验证性测试奠定了基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Chemical Education 化学-化学综合

CiteScore

5.60

自引率

50.00%

发文量

465

审稿时长

6.5 months

期刊介绍： The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.