Influence of Chemical Self-Efficacy on Self-Regulated Learning Strategy and Academic Achievement of College Students
LU Dian1, YE Jian-Hong2**, ZENG Zhen-Fang3**
1. Chinese International College, Dhurakij Pundit University, Bangkok 10700, Thailand; Faculty of Education, Beijing Normal University, Beijing 100875, China; 2. School of Chemical and Biological Engineering, Guangxi Minzu Normal University, Chongzuo 532200, China
Abstract College students’ academic achievement is one of the important factors to measure the quality of university education. According to the theories of social cognition, constructivism learning and humanism learning, the chemical self-efficacy perception of college students can promote the application of self-regulation learning strategies, and has a positive effect on the improvement of academic achievement and comprehensive quality. Objective: To explore the effect of chemical self-efficacy on academic achievement, and to investigate the mediating effect of self-regulated learning strategies. Methods: 536 college students majoring in chemistry and chemical engineering were surveyed by cluster sampling using chemical self-efficacy scale, chemical self-regulation learning strategy scale and academic achievement questionnaire. Results: There was a significant positive correlation between chemical self-efficacy and their academic achievement. There was a significant positive correlation between self-efficacy and self-regulation learning strategies. Self-regulated learning strategies are positively correlated with academic achievement. Self-regulated learning strategies play a part mediating effect on the relationship between chemical self-efficacy and academic achievement.
LU Dian, YE Jian-Hong, ZENG Zhen-Fang. Influence of Chemical Self-Efficacy on Self-Regulated Learning Strategy and Academic Achievement of College Students[J]. Chinese Journal of Chemical Education, 2022, 43(22): 116-123.
