Learning Motivation, Self-Efficacy, and Learning Outcomes in Chemistry Education: A Systematic Literature Review

  • Sofiyanita 
    Universitas Islam Negeri Sultan Syarif Kasim Riau
    Indonesia
  • Neti Afrianis
    Universitas Islam Negeri Sultan Syarif Kasim Riau, Pekanbaru
    Indonesia

Abstract

Chemistry education faces persistent challenges in engaging students and fostering meaningful learning. Learning motivation and self-efficacy are recognized as critical psychological factors that influence student learning outcomes, yet their roles in chemistry education have not been systematically synthesized. This systematic literature review examines how learning motivation and self-efficacy have been investigated in chemistry education, and what relationships between these variables and learning outcomes have been reported. A systematic search was conducted across electronic databases using predefined search terms combining learning motivation, self-efficacy, learning outcomes, and chemistry education contexts. From 300 initially identified records, 222 underwent screening and 18 studies met the final inclusion criteria. All included studies were assessed for quality using eight quality assessment questions, and data were extracted using a structured framework. The 18 included studies employed diverse research designs, operationalized motivation and self-efficacy in varied ways, and reported predominantly positive relationships between motivation and learning outcomes, and between self-efficacy and learning outcomes. Fewer studies examined the relationship between motivation and self-efficacy within chemistry education specifically. Instructional contexts including problem-based learning, virtual laboratories, and gamification were frequently associated with improvements in motivation, self-efficacy, and achievement. While empirical evidence supports the importance of motivation and self-efficacy in chemistry learning, the literature exhibits gaps in simultaneous examination of both constructs, longitudinal designs, and chemistry-specific measurement instruments. Future research should employ rigorous designs to clarify mediating mechanisms and examine contextual factors that shape these relationships.

Keywords
  • Academic achievement
  • Chemistry education
  • Learning motivation
  • Learning outcomes
  • Self-efficacy
Lisensing Information
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite
Sofiyanita, & Neti Afrianis. (2026). Learning Motivation, Self-Efficacy, and Learning Outcomes in Chemistry Education: A Systematic Literature Review. Southeast Asian Journal of Technology and Science, 6(1), 142–159. https://doi.org/10.29210/810713000
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