Abstract The relationship between chemistry learning motivation and academic performance is one of the core topics in educational research, but its causal direction is still controversial. This study adopted a cross-lagged design, taking 318 junior high school students as the research subjects, and conducted two measurements within one semester to systematically examine the dynamic relationship between chemistry learning motivation and academic performance. The study found that: (1) Students’ chemistry learning motivation showed a weak but significant downward trend, and both showed high temporal stability with academic performance; (2) Chemistry learning motivation and academic performance showed significant positive correlation at the same time point; (3) Cross-lagged analysis showed that early academic performance could significantly predict later learning motivation, and early learning motivation could also significantly predict later academic performance, supporting the interactive influence model between motivation and performance, and grades had a stronger effect on motivation. The research results have important implications for chemistry teaching practice: we should focus on creating successful experiences for students, pay attention to the developmental maintenance of learning motivation, and implement personalized learning support strategies.
LAN Hai-Hang. Cross-Lagged Analysis of Chemistry Learning Motivation and Academic Performance Among 9th Grade Students: Validation of Interactive Influence Model[J]. Chinese Journal of Chemical Education, 2025, 46(21): 87-92.
