Abstract
Research has explored various aspects of problem-solving strategies, including general processes, common mechanisms, influential factors and domain-specific applications. However, there has been limited investigation into the relationship between motivational factors such as self-efficacy and problem-solving strategies. The present study aimed to examine how motivational factors, including self-efficacy, self-concept, goal orientation and interest, relate to problem-solving strategies in the context of chemistry. A total of 28 undergraduate chemistry students participated in the study, completing a motivation survey and solving 10 chemistry questions while engaging in a think-aloud protocol. The verbalizations during their problem-solving process were transcribed and coded. Additionally, their problem-solving performance was evaluated through scoring. Correlations were conducted to explore the relationship between motivational factors, coded strategies and chemistry scores. Lag-sequential analysis was also performed to identify any significantly disproportionate transitions between strategies. The results show that students with higher chemistry self-efficacy are more likely to follow the strategies taught in class. Students with higher chemistry self-concept are more likely to apply correct concepts and knowledge. These results reveal how self-efficacy and self-concept help with problem-solving in specific perspectives. Instructors can support low self-efficacy and low self-concept students differently because they exhibit different patterns of using problem-solving strategies.
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