From self-regulation to chemistry aspirations: Structural equation modeling of academic resilience as a key mediator

Abstract

This study investigates the relationship between self-regulation and chemistry aspirations, with academic resilience as a key mediator. The research aims to examine how academic resilience functions as a crucial intermediary between students' chemistry aspirations and their self-regulation. A survey method was employed to collect data from 733 science-major students, utilizing three closed-ended questionnaires. The data were analyzed using Structural Equation Modeling (SEM) to explore latent variable relationships. The findings indicate that chemistry aspirations are directly and significantly influenced by self-regulation, with academic resilience serving as a strong mediating factor. This study highlights the critical role of resilience and self-regulation in shaping students' chemistry aspirations, particularly in STEM subjects like chemistry. Practical implications are provided to enhance these qualities in educational settings.