Before the lecture begins: unpacking how affective measures impact performance in general chemistry 1

General chemistry is often the first course taken by students interested in STEM and health; therefore, it is considered critical for their retention in these fields. Success in these courses is shaped by multiple factors, including economic disparities, academic preparation, and both affective and cognitive dimensions. While affective measures have been increasingly studied in relation to student performance and retention, few studies have explored the interrelationships between affective variables and how they collectively influence performance or retention. Using structural equation modeling (SEM) path analysis, this study examined the connections between four early-semester affective variables (sense of belonging, academic mindset entity (fixed mindset), science resources, and imposter syndrome) and their impacts on exam performance in a large first-semester general chemistry course ( N = 354). Additionally, mediation analyses were conducted to further identify indirect effects among these variables. Key findings revealed that exam performance was directly predicted by students’ early semester academic mindset entity and experiences of imposter syndrome, and indirectly affected by science resources. Science resources also directly affected their early-semester academic mindset entity, while indirectly affecting imposter feelings through academic mindset entity. These findings suggest the importance of recognizing the varied science backgrounds and experiences students bring into the classroom. Actively designing pedagogical strategies to support them may improve not only cognitive outcomes but also affective experiences such academic mindset and imposter syndrome. Supporting STEM success requires addressing not only the cognitive domain, but also the beliefs, emotions, and prior experiences students bring with them into the classroom.