{"title":"自我效能感和元认知对马来西亚大学预科学生化学学业动机的影响:性别和地域的调节作用","authors":"Byron MC Michael Kadum and Mageswary Karpudewan","doi":"10.1039/D4RP00334A","DOIUrl":null,"url":null,"abstract":"<p >This study explores the relationships among self-efficacy, metacognition, and academic motivation in chemistry, focusing on the moderating roles of gender and locality among Malaysian pre-university students. Using a quantitative approach, data were collected from 556 students and analysed through partial least square-structural equation modelling (PLS-SEM). The findings indicate that both self-efficacy and metacognition significantly predict academic motivation. Specifically, metacognition had a stronger influence on academic motivation (<em>β</em> = 0.412) than self-efficacy (<em>β</em> = 0.288). Gender significantly moderated the relationship between self-efficacy and academic motivation, with female students showing a stronger link between self-efficacy and motivation than male students (<em>β</em> = −0.07). However, locality did not significantly moderate the relationships between self-efficacy, metacognition, and academic motivation. The combination of self-efficacy and metacognition accounted for 42.3% of the variance in academic motivation (<em>R</em><small><sup>2</sup></small> = 0.423). These findings provide valuable insights into the factors that drive academic motivation in chemistry education. They suggest that educators emphasise self-efficacy, especially among female students, and integrate metacognitive strategies into the curriculum to enhance pre-university student motivation. Future research should explore the effects of educational interventions targeting self-efficacy and metacognition on academic motivation in chemistry.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 3","pages":" 682-700"},"PeriodicalIF":3.2000,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Influence of self-efficacy and metacognition on malaysian pre-university students’ chemistry academic motivation: the moderating role of gender and locality\",\"authors\":\"Byron MC Michael Kadum and Mageswary Karpudewan\",\"doi\":\"10.1039/D4RP00334A\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >This study explores the relationships among self-efficacy, metacognition, and academic motivation in chemistry, focusing on the moderating roles of gender and locality among Malaysian pre-university students. Using a quantitative approach, data were collected from 556 students and analysed through partial least square-structural equation modelling (PLS-SEM). The findings indicate that both self-efficacy and metacognition significantly predict academic motivation. Specifically, metacognition had a stronger influence on academic motivation (<em>β</em> = 0.412) than self-efficacy (<em>β</em> = 0.288). Gender significantly moderated the relationship between self-efficacy and academic motivation, with female students showing a stronger link between self-efficacy and motivation than male students (<em>β</em> = −0.07). However, locality did not significantly moderate the relationships between self-efficacy, metacognition, and academic motivation. The combination of self-efficacy and metacognition accounted for 42.3% of the variance in academic motivation (<em>R</em><small><sup>2</sup></small> = 0.423). These findings provide valuable insights into the factors that drive academic motivation in chemistry education. They suggest that educators emphasise self-efficacy, especially among female students, and integrate metacognitive strategies into the curriculum to enhance pre-university student motivation. Future research should explore the effects of educational interventions targeting self-efficacy and metacognition on academic motivation in chemistry.</p>\",\"PeriodicalId\":69,\"journal\":{\"name\":\"Chemistry Education Research and Practice\",\"volume\":\" 3\",\"pages\":\" 682-700\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2025-03-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chemistry Education Research and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://pubs.rsc.org/en/content/articlelanding/2025/rp/d4rp00334a\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chemistry Education Research and Practice","FirstCategoryId":"95","ListUrlMain":"https://pubs.rsc.org/en/content/articlelanding/2025/rp/d4rp00334a","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Influence of self-efficacy and metacognition on malaysian pre-university students’ chemistry academic motivation: the moderating role of gender and locality
This study explores the relationships among self-efficacy, metacognition, and academic motivation in chemistry, focusing on the moderating roles of gender and locality among Malaysian pre-university students. Using a quantitative approach, data were collected from 556 students and analysed through partial least square-structural equation modelling (PLS-SEM). The findings indicate that both self-efficacy and metacognition significantly predict academic motivation. Specifically, metacognition had a stronger influence on academic motivation (β = 0.412) than self-efficacy (β = 0.288). Gender significantly moderated the relationship between self-efficacy and academic motivation, with female students showing a stronger link between self-efficacy and motivation than male students (β = −0.07). However, locality did not significantly moderate the relationships between self-efficacy, metacognition, and academic motivation. The combination of self-efficacy and metacognition accounted for 42.3% of the variance in academic motivation (R2 = 0.423). These findings provide valuable insights into the factors that drive academic motivation in chemistry education. They suggest that educators emphasise self-efficacy, especially among female students, and integrate metacognitive strategies into the curriculum to enhance pre-university student motivation. Future research should explore the effects of educational interventions targeting self-efficacy and metacognition on academic motivation in chemistry.