ABSTRACT Extensive research has demonstrated the effectiveness of concept maps in fostering students' conceptual understanding. However, less is known about how cognitive and motivational variables interact to influence chemistry learning outcomes in ecologically valid settings. This study examined the role of effort, prior knowledge, interest, and perceived competence in predicting learning retention and knowledge transfer among undergraduate chemistry students ( N = 647). Hierarchical regression and mediation analyses revealed that effort was a strong predictor of both retention and transfer, emphasizing the importance of active engagement in chemistry learning. Additionally, effort and concept map quality mediated the relationship between prior knowledge and learning outcomes, highlighting the interplay between cognitive resources and motivational engagement. Interestingly, interest was negatively associated with learning retention, suggesting that cognitive load in chemistry learning may impact student motivation. These findings underscore the importance of instructional strategies that combine motivational scaffolding with concept mapping to enhance student learning. Implications for chemistry education, instructional design, and future research directions are discussed.
Sunday et al. (Thu,) studied this question.