College students use of learning strategies and their anxiety levels in chemistry

The purpose of this study was to investigate the relationship between anxiety variables and use of learning strategies among college freshmen students in chemistry. Motivated strategies for learning questionnaire, chemistry anxiety scale, and chemistry laboratory anxiety scale were used as data collection instruments. Five hundred sixteen college freshmen students from three different universities who were taking or have already taken introductory chemistry course participated in the study. Canonical correlation analysis was used for analyzing the data. Results showed that rehearsal and peer learning were positively related with anxiety variables, whereas time and study environment and effort regulation were negatively related with those variables. Suggestions for further research were provided