Relationship Between Class Atmosphere and Chemistry Learning Engagement Among Senior High School Students: Chain Mediating Effect of Academic Grit and Academic Self-Concept
WEI Xiu-Chao1,3, DAI Wen-Wu2, MA Xin-Hao2, ZHANG Ying-Feng3**, ZHENG Chang-Long4
1. College of Education, Hebei Normal University, Shijiazhuang 050024, China; 2. School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083, China; 3. Qinhuangdao No.1 Senior High School, Qinhuangdao 066006, China; 4. Institue of Chemical Education, Northeast Normal University, Changchun 130024, China
Abstract Based on ecological systems theory, a comprehensive model of learning engagement, and character strength theory, this study explored the impact of class atmosphere on high school students’ chemistry learning engagement, as well as the mediating role of academic grit and academic self-concept in the relationship between the two. Utilizing scales for class atmosphere, academic grit, academic self-concept, and chemistry learning engagement, the study assessed 502 high school students. The findings revealed: (1) there were significant positive correlations among all variables (r=0.32~0.75, p<0.001); (2) there were two ways to influence learning engagement indirectly: one was the single mediating role of academic grit; the second was the chain mediating role of academic grit and academic self-concept. The above results reveal the internal mechanism between class atmosphere and chemistry learning engagement of high school students, providing reference ideas for enhancing students’ chemistry learning engagement in chemistry teaching.
WEI Xiu-Chao, DAI Wen-Wu, MA Xin-Hao, ZHANG Ying-Feng, ZHENG Chang-Long. Relationship Between Class Atmosphere and Chemistry Learning Engagement Among Senior High School Students: Chain Mediating Effect of Academic Grit and Academic Self-Concept[J]. Chinese Journal of Chemical Education, 2025, 46(1): 70-76.
