Abstract

Attitudes are fundamental to understanding student engagement and achievement in higher education science, yet the factors that shape these attitudes can vary across contexts. This study applied the Attitude toward the Subject of Chemistry Inventory-Utility and Emotional Satisfaction (ASCI-UE) to investigate the relationship between Chilean university students' chemistry attitudes, academic performance, and sex. A total of 286 s-year health sciences students from three universities in central Chile participated. Confirmatory factor analysis supported a two-factor structure encompassing perceived utility and emotional satisfaction. Notably, emotional satisfaction emerged as a significant predictor of academic performance, whereas perceived utility did not differ among high- and low-performing students. In addition, no significant sex differences were observed, suggesting that male and female students share similar perceptions of chemistry in the Chilean context. These findings contrast with some international studies that report pronounced gender disparities in STEM attitudes while aligning with others that highlight variability across cultural and educational contexts, underscoring the potential influence of local policies and factors in Chile. This study provides empirical evidence that cultivating positive emotional experiences could enhance academic outcomes in chemistry courses.