Abstract Through the questionnaire at home and abroad based on the relationship between chemistry learning motivation, learning self-efficacy and academic performance, this paper investigated the relationship between chemistry learning motivation, learning self-efficacy and academic performance of 220 senior two students in a middle school of Wuhan, through descriptive statistics, t test, correlation analysis, intermediate effect test and other analysis process, came to the following conclusions:(1) Senior high school students' learning motivation and learning self-efficacy were in medium to high level, the chemistry learning motivation was dominated by internal motivation and external motivation, learning self-efficacy was dominated by learning ability self-efficacy. (2) Students of different gender existed obvious differences in internal motivation, learning self-efficacy and each dimension, all showed that boys scored higher than girls; there was no significant difference in chemistry learning motivation, learning self-efficacy and each dimension among classes. (3)There was a significant positive correlation between students' chemistry learning motivation, learning self-efficacy and academic performance and their various dimensions. (4) Learning self-efficacy had partial mediation effect between chemistry learning motivation and academic performance, the specific effect value was 0.132, and the mediation effect of learning ability self-efficacy (0.131) and learning behavior self-efficacy (0.132) in the two dimensions of learning self-efficacy were similar.
LI Kai-Guo, ZHANG Wen-Hua. Relationship of Chemistry Learning Motivation, Learning Self-Efficacy and Academic Performance of Senior High School Students[J]. , 2019, 40(21): 48-55.
