Beyond content knowledge: affective factors continue to influence performance in organic chemistry II

Abstract

This study examined how three affective variables (academic mindset entity beliefs, impostor syndrome, and sense of belonging) interrelate and influence performance in Organic Chemistry II, a second-year STEM course. Data were collected from students at a large, public, research-intensive university (N = 201), with performance measured by midterm average and a cumulative final exam score, controlling for prior knowledge from Organic Chemistry I. Structural equation modeling with path analysis was used to evaluate direct and mediated pathways among affective variables and performance. Results indicated that impostor syndrome and academic mindset directly predicted exam performance, while belonging exerted an indirect effect through impostor syndrome. Parallel mediation analyses further showed that academic mindset influenced achievement through two distinct pathways: impostor syndrome and prior knowledge. Students endorsing stronger fixed-ability beliefs reported higher impostor scores and lower prior knowledge, both negatively associated with exam scores. These results underscore that affective factors operate through interconnected cognitive and emotional mechanisms and persist beyond first-year coursework. Even after multiple semesters of college-level science, students entered Organic Chemistry II with self-doubt, fixed beliefs, or lower belonging, which are characteristics that undermine success. The persistence of these challenges into Organic Chemistry II highlights the need for sustained attention to affective dimensions in STEM education. Instructional strategies that normalize challenge, promote growth-oriented beliefs, and foster inclusive classroom communities are essential for reducing impostor-related barriers and supporting persistence. Addressing these affective factors alongside conceptual learning is critical for improving achievement and persistence in STEM.