Affective Factors That Influence Chemistry Achievement (Motivation and Anxiety) and the Power of These Factors to Predict Chemistry Achievement-II

Abstract

In this research, motivation and anxiety for Chemistry course of 819 high school students attending 10 different high schools located in the city center of Mersin, were investigated. Anxiety and
motivation scales constituted and developed for Chemistry course by researchers were used as an instrument to collect the data. To provide evidence reliability and validity of scales, test re-test
reliability and Crα, correlation between items and total test scores and factor analysis have been utilized on data. In order to find reach our research problem and sub problems, descriptive statistic, t-tests, simple and multiple lineer regression analysis and variance analysis have been performed.
In this study, it was determined that while grade 10 students have the highest motivation for this lesson, grade 9 students possess the highest anxiety level for chemistry lesson, as well. Also, it was
found out that the motivation and anxiety for chemistry lesson, on their own, is a significant predictor of chemistry achievement.