A Study On The Relationship Between High School Students' Chemistry Learning Strategies And Their Self-efficacy

Learning Strategy is a hot topic in the field of educational psychology,which is also the focus of teachers and students.It has become the primary task of teaching for teachers to improve students' learning efficiency and help them learn easily.The factors that affect high school students' Chemistry Learning Strategy attracts many educational reseachers especially under the new requirements of quality education.The research tools include Chemistry Learning Strategy Scale by Zhou Yu compiled in 2014 and Chemistry Learning Self-efficacy Scale by Hua Jingyu compiled in 2012.In order to explore the relationship between the Learning Strategy and Self-efficacy,we investigate about 338 students in Qidong No.2 High School.600 questionnaires are sent out and 510 are collected,the recovery rate is 85%.After eliminating the invalid,the real rate is 56%.The data is analyzed by statistical software SPSS 19.0,the conclusions are follows:(1)The differences between Chemistry Learning Strategy and Self-efficacy in gender,grade and scores are significant.(2)There is a close relationship between the Chemistry Learning Strategy and Learning Self-efficacy of high school students and the relationship is significant positive correlation.(3)High school students' Chemistry Learning Self-efficacy has positive predictive effect on Chemistry Learning Strategies.Therefore,we can improve students' Learning Strategy by training their Chemistry Learning Self-efficacy during chemical teaching.