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This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students'doi:10.1039/c6rp00233a fatcat:ogqvnycoizb7dgg735jqox55we