The Impact Of Chemistry Leaning Strategy Based On Learning Self-efficacy On Acadamic Performance

Relevant researches demonstrated that learning self-efficacy and learning strategies have great impact on students' academic performances. Based on the previous researches,the thesis intends to examine the relationship among learning self-efficacy, chemistry learning strategies and academic performances by comparing the differences of learning self-efficacy, chemistry learning strategies and academic performances between boy students and girl students from our school. This research has employed the following questionnaires: the High School Students' Academic Self-efficacy Scale revised byZeng Xinghua in 2008 on the basis of College Students' Academic Self-efficacy Questionnaire designed by Liang Yusong?Zhou Zongkui and The Senior Two Students' Chemistry Learning Strategies Questionnaire compiled by Qian Yong et al. of Shan Dong Normal University in 2013 have been employed in this research. 380 senior two science students of affiliatedPanyu High School Affiliated To Guangdong University of Education in Guang Dong province have been chosen randomly to participate in the survey.The result show:The learning self-efficacy of senior students is in the middle level. After the examination of learning self-efficacy and its two dimensions based on different genders,it can be stated that in terms of overall learning self-efficacy and its two dimensions, the scores of girl students are higher than that of boy students, which means the difference is significant.The score of learning strategies in every dimension is in the lower-middle level. The investigations of learning strategies and all of its dimensions show that boy students obtained higher scores than their counterparts in applying emotional strategies and the difference is significant. As for the other dimensions, no significant difference has been found.The chemistry leaning strategies have proved positive in predicting both the students' leaning outcome and learning self-efficacy. A regression analysis reveals that when only learning strategies are referred as independent variable, academic performance being the dependent variable, learning strategies can positively affect the students'learning outcome. However, if both learning strategies and learning self-efficacy are defined as independent variable, the positive effects are not remarkable. Therefore, it can be concluded that learning self-efficacy serves as an intermediate between learning strategies and academic performance.