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Peer reviewedTurner, Ronna C.; Lindsay, Harriet A. – Journal of Chemical Education, 2003
Examines the relationships between organic chemistry achievement and a number of cognitive and noncognitive variables, and explores whether gender differences existed for any of these relationships. Concludes that general chemistry grade, ACT-math score, and motivation are significant predictors of organic chemistry achievement. Indicates gender…
Descriptors: Academic Achievement, Concept Formation, Higher Education, Learning Motivation
