Social Support and Continuing Motivation in Chemistry: The Mediating Roles of Interest in Chemistry and Chemistry Self-Efficacy

Autor/inn/en	Huangfu, Qian; Wei, Nana; Zhang, Ruli; Tang, Yuefan; Luo, Guixu
Titel	Social Support and Continuing Motivation in Chemistry: The Mediating Roles of Interest in Chemistry and Chemistry Self-Efficacy
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.478-493 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huangfu, Qian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00165a
Schlagwörter	Student Interests; Self Efficacy; Student Motivation; Social Support Groups; Peer Influence; Teacher Influence; Parent Influence; Chemistry; High School Students; Predictor Variables; Foreign Countries; Science Education; China + Suchen Sie Ihr Suchwort? Studieninteresse; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Social support; Soziale Unterstützung; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Ausland; Naturwissenschaftliche Bildung
Abstract	Continuing motivation in science can promote science literacy, identity, and lifelong learning, which has received considerable attention. As a crucial part of the science discipline, the study on continuing motivation in chemistry has also become a research hotspot. Yet, we have little knowledge about how to improve students' continuing motivation in chemistry. Due to this situation, the present study was designed to explore the mechanisms of students' perceived social support (parents support, teacher support and peer support), interest and self-efficacy in continuing motivation in the context of chemistry, further offering suggestions to the progress of students' continuing motivation in chemistry. Measures were collected from 1260 Chinese high school students aged 15 to 17 years. Structural equation modelling (SEM) tested the hypothesized direct and mediated relations between these variables. The results showed that (1) parents support significantly negatively predicted students' continuing motivation in chemistry; teacher support, peer support, interest in chemistry and chemistry self-efficacy significantly positively predicted students' continuing motivation in chemistry; (2) both interest in chemistry and chemistry self-efficacy played mediating roles in the relationship between social support and continuing motivation in chemistry, respectively. We concluded by discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01