ANALYZING THE RELATIONSHIP BETWEEN CHEMISTRY MOTIVATION WITH CHEMISTRY LABORATORY ANXIETY THROUGH STRUCTURAL EQUATION MODELING

Abstract

Affective factors such as motivation, attitude andanxiety are very important in learning realization of people.  Motivation is a situation which determinesthe willingness degree of attending an activity. Motivation contains belief,inner power and reactive behaviors to warning. Motivation is necessary forindividuals to act as cognitively. Therefore it is very important for teachersknowing in advance of their students’ motivation degree. If the teachers knowthe reason of their students’ low motivation to lessons, they can improve themotivation of their students. Anxiety is also a variable which affects thelearning negatively. Science anxiety can be defined as a fear oriented learningscience. In this research it is aimed that the analysis of the relation betweenmotivation and anxiety variables which are highly effective on learning. Fornumerical analysis we studied 652 high school students in Turkey. The data iscollected with chemistry motivation scale and chemistry laboratory anxietyscale. The study has been designed in relational survey model. The correlationbetween the variables are examined using Structural Equation Modeling (SEM).Structural equation modeling provides a very general and convenient frameworkfor statistical analysis that includes several traditional multivariateprocedures, for example factor analysis, correlation analysis, discriminantanalyses, as special cases. With this study we conclude that there is anegative and significant correlation between chemistry motivation and chemistrylaboratory anxiety. This result can be interpreted that the person with lowchemistry laboratory anxiety has high chemistry motivation.