Self-Regulated Learning and Chemistry Mindset as Predictors of General Chemistry Performance: Evidence from Natural Sciences and Engineering Majors in Turkey
JOURNAL OF CHEMICAL EDUCATION, cilt.103, sa.10, ss.5394-5408, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 103 Sayı: 10
- Basım Tarihi: 2026
- Doi Numarası: 10.1021/acs.jchemed.6c00689
- Dergi Adı: JOURNAL OF CHEMICAL EDUCATION
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Agricultural & Environmental Science Database, Chemical Abstracts Core, ERIC (Education Resources Information Center), MLA - Modern Language Association Database, DIALNET, MLA International Bibliography, Natural Science Collection (ProQuest), Social Science Premium Collection (ProQuest), Earth, Atmospheric, & Aquatic Science Collection (ProQuest), Education Collection (ProQuest), Health Research Premium Collection (ProQuest), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Sayfa Sayıları: ss.5394-5408
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
Introductory chemistry courses present significant challenges for undergraduate students, and understanding the factors that support or hinder performance remains an active area of inquiry. This study examined the construct validity of the Motivated Strategies for Learning Questionnaire (MSLQ) and investigated the extent to which self-regulation strategies and chemistry mindsets predict exam performance among natural sciences and engineering majors enrolled in general chemistry courses at a large research-intensive university in Turkey. A total of 871 students completed a 45-item version of the MSLQ and the Chemistry Mindset Instrument (CheMI) during the Spring 2024 semester. Confirmatory factor analysis supported a four second-order factor structure: individual learning strategies, metacognitive self-regulation, social learning strategies, and effort and environment regulation strategies. Regression analyses revealed that prior exam performance was the strongest predictor of subsequent achievement in both of the course contexts. Among the MSLQ factors, social learning strategies were uniquely predictive for students enrolled in the course for natural science majors, while effort and environment regulation strategies were uniquely predictive for students enrolled in the course for engineering majors. The chemistry mindset did not contribute unique predictive variance beyond prior performance in either group. These findings underscore the context-dependent nature of self-regulated learning in chemistry and suggest that targeted instructional supports such as peer learning programs for students in the course for natural science majors and time management interventions for students in the course for engineering majors may better align with students' distinct regulatory needs.