Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Center for Science and Math Education

Committee Chair

Dr. Rachel Gisewhite

Committee Chair School

Center for Science and Math Education

Committee Member 2

Dr. Kendrick Buford

Committee Member 2 School

Center for Science and Math Education

Committee Member 3

Dr. Allison Downing

Committee Member 3 School

Center for Science and Math Education

Committee Member 4

Dr. Taylor Burnett

Committee Member 4 School

Coastal Resilience

Abstract

Organic chemistry is important for a wide array of industries from pharmaceuticals to food science due to its role in understanding complex molecular interactions (Collini et al., 2023). The problem is that organic chemistry has a negative reputation with academic success being historically low and withdrawal and failure rates being high, especially amongst traditionally STEM marginalized populations (Casey et al., 2023; Collini et al., 2023). Prior research has investigated the cognitive side of student learning in terms of how students best retain information, but little research has examined students’ affect, or attitudes, towards organic chemistry. Also, none have correlated affect in relation to undergraduate organic chemistry students’ emotional intelligence and psychological capital as a predictor for student success (Flaherty, 2020; Lye, 2022). These aspects of student experiences are imperative to understand to recruit and retain students in organic chemistry and other STEM fields.

The objective of this study was to explore associations between emotional intelligence and psychological capital in undergraduate organic chemistry students in relation to their perceptions and academic achievement in organic chemistry courses. The study population consisted of 289 students. These students were enrolled in four different organic chemistry courses across two campuses of the same university in a Gulf South state. These students took an online survey containing two open-ended questions to assess affect as well as the short form versions of the Trait Emotional Intelligence Questionnaire and Psychological Capital Survey (Luthans et al., 2012; Shutte et al., 1998). Student responses were assessed utilizing a mixed methods design to determine if there was a connection between emotional intelligence and psychological capital in undergraduate organic chemistry students and how this influenced their attitudes towards the course and their academic achievement. A multiple linear regression was utilized to show that there is a correlation between emotional intelligence and psychological capital. A multinomial regression showed that there is a statistically significant correlation between psychological capital and student affect. Analysis via One-Way ANOVA did not show statistical significance in the relationship between psychological capital and academic achievement and a multiple linear regression did not show that gender was a moderating factor.

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