Abstract Chemistry achievement emotion is a critical non-cognitive factor, referring to the direct emotional experience of individuals in chemistry learning activities. Utilizing the achievement emotions scale and the chemistry self-efficacy scale, latent profile analysis was employed to examine the types of achievement emotions among first-year high school chemistry students opting for the subject. The analysis identified a two-category model as optimal: the high positive-low negative group and the mixed emotions group. Utilizing the robust three-step (R3STEP) method and BCH approach to establish a regression mixture model, it was found that male students were more likely to be categorized into the high positive-low negative group compared to females; furthermore, students with higher chemistry self-efficacy were also more likely to fall into the high positive-low negative group. Students in the high positive-low negative group exhibited significantly higher chemistry academic achievement compared to those in the mixed emotions group. Based on this, specific teaching strategies had been proposed for different emotional groups to develop students’ core competencies in chemistry.
LIU Yu-Rong, SUN Hao-Ran, LI Meng. Status of Achievement Emotions in Chemistry Among First-Year Senior High School Students Who Have Opted for Chemistry Based on Latent Profile Analysis[J]. Chinese Journal of Chemical Education, 2025, 46(7): 40-45.
