{"title":"解读生命化学基础的成就动态:作为中介的态度与作为非中介的性别","authors":"Pongprapan Pongsophon*, ","doi":"10.1021/acs.jchemed.3c01338","DOIUrl":null,"url":null,"abstract":"<p >This study explores the intricate dynamics between students’ perceived value of learning chemistry (VAL), their attitudes toward chemistry (ATT), and their chemistry achievement (ACH), with a particular focus on the mediating role of ATT and the moderating influence of gender. Conducted with a cohort of 211 grade 10 students across three schools in Bangkok, the research employs a survey method incorporating an achievement test on the Chemical Basis of Life alongside questionnaires measuring ATT and VAL. The mediation analysis reveals a significant indirect effect of VAL on ACH through ATT, highlighting the pivotal role of students’ attitudes in shaping their chemistry achievement. This finding is crucial as it suggests that fostering positive attitudes toward chemistry may serve as an effective strategy to elevate science performance, even if the direct impact of VAL on ACH is not substantial. The model’s robust fit reinforces the reliability of these mediation outcomes. Additionally, the moderation analysis investigates gender’s role in this educational context. The data show a positive correlation between VAL and ACH for students of all genders, indicating that the intrinsic value students assign to learning science positively correlates with their performance, irrespective of gender. The similar trends across genders suggest that the influence of VAL on ACH does not differ significantly between boys and girls. Overall, the research underscores the importance of cultivating a constructive attitude toward chemistry to enhance educational outcomes and affirms that gender does not significantly influence the value-achievement relationship in this sample.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator\",\"authors\":\"Pongprapan Pongsophon*, \",\"doi\":\"10.1021/acs.jchemed.3c01338\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >This study explores the intricate dynamics between students’ perceived value of learning chemistry (VAL), their attitudes toward chemistry (ATT), and their chemistry achievement (ACH), with a particular focus on the mediating role of ATT and the moderating influence of gender. Conducted with a cohort of 211 grade 10 students across three schools in Bangkok, the research employs a survey method incorporating an achievement test on the Chemical Basis of Life alongside questionnaires measuring ATT and VAL. The mediation analysis reveals a significant indirect effect of VAL on ACH through ATT, highlighting the pivotal role of students’ attitudes in shaping their chemistry achievement. This finding is crucial as it suggests that fostering positive attitudes toward chemistry may serve as an effective strategy to elevate science performance, even if the direct impact of VAL on ACH is not substantial. The model’s robust fit reinforces the reliability of these mediation outcomes. Additionally, the moderation analysis investigates gender’s role in this educational context. 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引用次数: 0
摘要
本研究探讨了学生对化学学习价值的认知(VAL)、他们对化学的态度(ATT)和他们的化学成绩(ACH)之间错综复杂的动态关系,尤其关注 ATT 的中介作用和性别的调节作用。研究对象是曼谷三所学校的 211 名 10 年级学生,采用的调查方法包括 "生命的化学基础 "成绩测试以及 ATT 和 VAL 问卷调查。中介分析表明,VAL 通过 ATT 对 ACH 有显著的间接影响,突出了学生的态度在影响其化学成绩方面的关键作用。这一发现至关重要,因为它表明,即使 VAL 对 ACH 的直接影响不大,但培养学生对化学的积极态度可能是提高科学成绩的有效策略。模型的稳健拟合加强了这些中介结果的可靠性。此外,调节分析还研究了性别在这一教育背景中的作用。数据显示,所有性别的学生在 VAL 和 ACH 之间都存在正相关,这表明学生对学习科学所赋予的内在价值与他们的学习成绩成正相关,与性别无关。不同性别之间的相似趋势表明,VAL 对 ACH 的影响在男生和女生之间没有显著差异。总之,研究强调了培养学生对化学的建设性态度对提高学习成绩的重要性,并肯定了性别对样本中价值与成绩之间关系的影响并不显著。
Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator
This study explores the intricate dynamics between students’ perceived value of learning chemistry (VAL), their attitudes toward chemistry (ATT), and their chemistry achievement (ACH), with a particular focus on the mediating role of ATT and the moderating influence of gender. Conducted with a cohort of 211 grade 10 students across three schools in Bangkok, the research employs a survey method incorporating an achievement test on the Chemical Basis of Life alongside questionnaires measuring ATT and VAL. The mediation analysis reveals a significant indirect effect of VAL on ACH through ATT, highlighting the pivotal role of students’ attitudes in shaping their chemistry achievement. This finding is crucial as it suggests that fostering positive attitudes toward chemistry may serve as an effective strategy to elevate science performance, even if the direct impact of VAL on ACH is not substantial. The model’s robust fit reinforces the reliability of these mediation outcomes. Additionally, the moderation analysis investigates gender’s role in this educational context. The data show a positive correlation between VAL and ACH for students of all genders, indicating that the intrinsic value students assign to learning science positively correlates with their performance, irrespective of gender. The similar trends across genders suggest that the influence of VAL on ACH does not differ significantly between boys and girls. Overall, the research underscores the importance of cultivating a constructive attitude toward chemistry to enhance educational outcomes and affirms that gender does not significantly influence the value-achievement relationship in this sample.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.