The Relationship Between Achievement Goal Orientation And Chemistry Identity During Middle School Students

Since the introduction of science identity,chemistry educators have focused on the theme of chemistry identity,which is defined as a person who has chemical abilities,who can work as a chemist,who is recognized by himself,by his family,by his teachers,by his classmates as a chemically literate person.Existing studies have shown that achievement goal orientation may be significantly correlated with chemistry identity.Therefore,this study took chemistry identity as the outcome variable and added chemistry anxiety as the intermediary variable to explore the impact of achievement goal orientation on chemistry identity.In this study,448 middle school students were surveyed by questionnaires on chemistry learning,which consisted of achievement goal orientation scale,chemistry anxiety scale,chemistry identity scale and basic information.Statistical software SPSS.26.0 and AMOS 24.0were used to analyze the survey data,and finally got relevant conclusions and educational suggestion.Specifically,SPSS 26.0 was used to carry out the following operations: Exploratory factor analysis,reliability test and convergence validity test were carried out to know the scale quality;common method deviation test for obtained data;the status levels and characteristics of achievement goal orientation,chemistry anxiety and chemistry identity were found by descriptive analysis;the independent sample T test was used to know whether there were significant differences in the grade,gender,class leader status and family residence;the correlation analysis was used to achieve the degree of correlation between various dimensions of achievement goal orientation,chemistry anxiety and chemistry identity.AMOS 24.0 was used as follows:Confirmatory factor analysis was carried out to obtain the structural validity of the scale;the structural equation model was used to test whether chemistry anxiety played a mediating role in the relationship between achievement goal orientation and chemistry identity.The systematic analysis of the relationship between variables and the influence path finally draws the following conclusions:First,when learning chemistry,middle school students generally tend to adopt mastery goal and performance approach goal,and score of performance avoidance goal is the lowest.Second,the independent sample T-test results show that there is no significant difference in the performance approach goal of middle school students in the three variables of gender,family residence and whether they are class cadres.There are no significant differences in performance goal avoidance and mastery scores in gender and family residence,but there are significant differences in class leader or not.There are significant differences between performance approach goal,performance avoidance goal and mastery goal in grades.Third,the degree of chemistry learning anxiety of middle school students is higher than that of test anxiety.Fourth,the independent sample T-test results show that there are significant difference in the chemistry learning anxiety and test anxiety of middle school students in the four variables of gender,grades,family residence and whether they are class cadres.Fifth,in the process of chemistry learning,the ability/performance and interest of middle school students are at the above average level,and the recognition is at the at the lower average level.Sixth,the independent sample T-test results show that there is no significant difference in the chemistry ability/performance scores of middle school students on the gender variable.There are significant differences in the variables of whether to serve as class leader.There is no significant difference in chemistry interest scores of middle school students in whether they are class cadres or not,but there is significant difference in gender and family residence.There are significant differences in chemistry recognition scores of middle school students in gender,family residence and whether they are class leaders.There are significant differences in the grade variables of ability/performance,interest and recognition.Seventh,mastery goal and performance approach goal can directly and significantly predict chemistry identity,while performance avoidance goal and chemistry anxiety can directly and negatively predict chemistry identity.Mastery goal can directly predict chemistry anxiety negatively,performance approach goal and performance avoidance goal can predict chemistry anxiety positively.Chemistry anxiety plays a mediating role between mastery goal,performance approach goal,performance avoidance goal and chemistry identity,respectively.In order to further reveal the mechanism between achievement goal orientation and chemistry identity,this study provides theoretical and practical support for the development of chemistry identity of middle school students.Finally,some educational suggestions are put forward from three aspects: alleviates chemistry anxiety of students,establishes a multi-linkage of chemical learning goals oriented by mastering knowledge and developing ability,enhance the interest and ability of chemistry learning of students.