A Study On The Relationship Between Senior High School Students’ Sense Of Self-efficacy In Chemistry Learning And Chemistry Learning Strategies

Chemistry learning self-efficacy refers to students’ self-perception of self-learning ability in the process of learning chemistry courses,that is,the degree of self-confidence in chemical learning ability in the process of their chemical learning,and whether they believe that they have enough ability to learn chemistry well or to what extent they believe it;Chemistry learning strategies are learning strategies adopted to improve the efficiency and quality of chemical learning and they are the application of learning strategies in chemistry subjects.The self-efficacy of chemistry learning has a great influence on the mastery and application of chemistry learning strategies.The purpose of this study is to clarify the current situation of chemistry learning self-efficacy and chemistry learning strategies of senior high school students,and to explore the relationship between them.The study aims to promote the improvement of students’ chemistry learning strategies by improving students’ self-efficacy of chemistry learning,so as to effectively improve students’ chemistry marks.Taking the students of No.1 Middle School in Longling County as the research object,this paper conducts a questionnaire survey among 492 students in three classes of Senior One,Senior Two and Senior Three,using the "Chemistry Learning Efficiency Questionnaire" compiled by Wang Fei and "Chemistry Learning Strategy Scale of Senior High School" compiled by Zhou Yu.Through statistical analysis of the questionnaire,the following results are obtained:(1)The current situation and characteristics of self-efficacy in chemical learning:In general,the performance of senior two students is significantly better than that of senior one and three,and the overall level of self-efficacy in senior three is the lowest;the overall level of self-efficacy in chemical learning of boys is better than that of girls,but in the sense of learning control,learning environment,learning powerlessness,girls performed significantly better than boys;students with a high level of self-efficacy in chemistry learning spent more time learning chemistry everyday on average,believing that learning chemistry was very important,and their overall self-evaluation and academic performance were better.(2)Current situation and characteristics of chemical learning strategies: on the overall level of chemical learning strategies,students in senior two are significantly better than senior one and three,and senior one students are better than senior three;girls’ overall level of chemical learning strategies is slightly higher than boys,but girls’ performance in environmental management strategies is significantly better than boys’;students with high level of chemical learning strategies spent more time learning chemistry on average every day,and their overall self-evaluation is better.In planning strategy,finishing strategy,retelling and organizing strategy,and academic help-seeking strategy,the performance of high-score group is significantly better than that of low-score group and middle-score group.(3)The research on the relationship between them shows that there are significant differences in chemistry learning strategies and dimensions among high-score group,middle-score group and low-score group students with chemical learning self-efficacy:(1)Chemical learning strategies and their dimensions are negatively correlated with the overall and two dimensions of chemical learning self-efficacy,while the other dimensions are significantly positively correlated.Chemical learning self-efficacy has an important impact on chemistry learning strategies;(2)Regression analysis of self-efficacy of chemical learning on chemical learning strategies shows that 51% of the changes in chemical learning strategies can be explained by good learning outcomes belief,sense of achievement of learning goals,sense of learning environment,sense of learning powerlessness,sense of learning effort and sense of learning control;(3)Seeing from the average score,in chemistry learning strategies and other dimensions except effort and motivation strategies,the students with high self-efficacy in chemical learning performed significantly better than those with low self-efficacy and middle self-efficacy.On the basis of the above research results,this paper puts forward corresponding educational countermeasures and suggestions.