Abstract
AbstractStatistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy basedon performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positivelyrelated to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negativelyrelated to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approachgoal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively relatedto learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategynegatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed. Key words: Chemistry Education, Structural Equation, Performance Goal Orientation, Achievement Need, Self-handicapping Tendency, Learning Strategy
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