Group Differences in Junior High School Students’ Acceptance Beliefs Toward Chemistry-Related Extracurricular Interdisciplinary Practical Activities: “I and Chemistry” Activity for High School Students in Guangzhou
MAI Yu-Hua1, DAI Guang-Hong2**, ZHONG Zi-Ting3
1. The Education Development Institute of Liwan District,Guangzhou 510370,China; 2. Guangzhou Institute of Educational Research,Guangzhou 510030,China; 3. Guangzhou Huangpu Military Academy Middle School,Guangzhou 510530,China
Abstract The Technology Acceptance Model was applied to investigating 807 middle school students’ acceptance beliefs toward chemistry-related extracurricular interdisciplinary practical activities,who participated in the “I and Chemistry” activity in Guangzhou. Using latent profile analysis,students were classified into two groups: a high acceptance belief group and a moderate acceptance belief group. Both groups demonstrated strong perceived usefulness,perceived ease of participation,perceived enjoyment,self-efficacy,and future intention,along with moderate levels of participation anxiety and relatively high cognitive load. Interaction effects were found between profile groups and work category groups in terms of perceived enjoyment,and between profile groups and regional groups in terms of perceived usefulness (specifically in the sub-dimensions of interdisciplinary integration and competency development). No interaction effect was found with gender. Students’ future intention to participate in activities was influenced by perceived enjoyment,self-efficacy,cognitive load,perceived usefulness,and perceived ease of participation. The study proposes the implementation of progressive problem-solving scaffolds,structured guidance throughout the activity process,and attention to the sequential changes in students’ acceptance beliefs.
MAI Yu-Hua, DAI Guang-Hong, ZHONG Zi-Ting. Group Differences in Junior High School Students’ Acceptance Beliefs Toward Chemistry-Related Extracurricular Interdisciplinary Practical Activities: “I and Chemistry” Activity for High School Students in Guangzhou[J]. Chinese Journal of Chemical Education, 2026, 47(17): 70-77.
