A Study On The Correlation Between High School Students’ Chemistry Epistemic Belief And Their Academic Record

Students’epistemic belief is like an invisible hand hidden in their behaviors, cognitive p(?)es, and emotional experiences, guiding students’learning process, and eventually influencing their study efficiency. The relevant studies at home and abroad indicate that epistemic belief in subject area is more specific than that in other ordinary areas, and that it has significant influence on the learning of relevant field. Consequently, the study on chemistry epistemic belief in chemistry subject area is more specific.Based on the theoretical analysis of epistemic belief, this paper puts forward the definition, components, and structures of chemistry epistemic belief."The Questionnaire of High School Students’Chemistry Epistemic Belief" is designed to determine the components and structures of chemistry epistemic belief. The reliability and validity of the questionnaire are tested, and the components and structures of chemistry epistemic belief proposed previously are analyzed to be reasonable, thus the questionnaire is proved to be reliable and valid. Taking "The Questionnaire of High School Students’Chemistry Epistemic Belief as the measuring tool, this paper investigates the chemistry epistemic belief of grade two students in high schools of different standards in Fuzhou, Fujian. The results demonstrate that the chemistry epistemic belief of students from different high schools is above the average level, and that there is a significant difference in students’ general chemistry epistemic belief in different schools, First-tier high schools is better than that of second-tier high schools and is better than third-tier high schools. There is a significant positive correlation between chemistry grades and their general belief in different high schools, the higher the individual chemistry epistemic belief, the higher the individual academic record. Finally, the regression analysis of the chemistry epistemic belief and dimensionality of students in different high schools and their academic record shows that high school students’chemistry epistemic belief has certain predictive effect on their chemistry grades. By evaluating the students’ chemistry epistemic belief, which can identify the weak in their chemistry learning, provide a meaningful basis for the teachers’further teaching.