A Study On The Relationship Between Perceived Chemistry Classroom Environment,Academic Self-Efficacy And Learning Engagement Among High School Students

For a long time,the cultivation of students’ cognitive factors has been a hot spot for basic education researchers,but with the transformation of the paradigm of basic education quality assessment and the transmutation of the concept of education quality,the attention to the quality of talent cultivation in secondary schools at home and abroad is no longer limited to cognitive factors,but turns to the learning process of students’ learning.The new round of curriculum reform in China emphasises the concept of "student-centred" education,which attaches great importance to students’ participation in the learning process and emphasises process evaluation,and understanding students’ learning engagement is an important manifestation of process evaluation.Therefore,improving the level of students’ engagement in chemistry is not only an important prerequisite for improving the quality of education,but also an important step in implementing the "student-centred" educational philosophy.To improve students’ engagement in learning,the mechanisms influencing chemistry learning engagement need to be further explored.Past empirical studies have confirmed the influence of factors such as individual and environmental factors on learning engagement,and according to the triadic interaction theory,there is an interaction between individual behaviour and the environment and intrinsic factors they are exposed to.However,little research has been conducted to explore the relationship between classroom environment,academic self-efficacy and learning engagement from an interaction perspective.At the same time,a large number of studies have shown that students show different levels of engagement in different learning environments in different subjects,and that there are differences in the mechanisms by which the classroom environment affects their engagement.This study therefore focuses on the subject of Chemistry and investigates the current situation of 1096 high school students in Y and further explores the relationship between the three.The following conclusions were obtained from the study:Firstly,the perceived classroom environment and learning engagement of high school students in Y are at an intermediate to high level,and there are significant differences in academic self-efficacy in terms of gender and achievement,as well as significant differences in perceived classroom environment and learning engagement in different grades.Second,the high school chemistry classroom environment can directly influence students’ behavioural engagement and also indirectly influence students’ emotional and cognitive engagement through academic self-efficacy.The results of the study show that in the current Y high school chemistry classroom,the teacher is still the main body of the classroom,and the concept of student-centred teaching is not really implemented.The classroom shows insufficient teacher-student interaction,a single form of collaborative activity,and classroom content cut off from real life.At the same time,students’ divergent thinking and transfer ability are poor,and cognitive input is insufficient.While emotional and behavioural inputs are mostly derived from extrinsic motivation,cognitive inputs are driven more by internal motivation.Based on this,this study proposes five recommendations for optimising the chemistry classroom environment and increasing students’ engagement in chemistry learning in Y: first,strictly control the effectiveness of cooperative learning and create a truly cooperative learning atmosphere;second,promote the contextualisation of knowledge and establish authentic classroom experiences;third,strengthen teacher-student interaction and create an autonomous and supportive classroom environment;fourth,clarify classroom goals and promote students’ self-awareness;fifth,pay attention to students’ academic self Fifth,focus on students’ academic self-efficacy and improve the construction of classroom environment.