Özet:

Affective factors such as motivation, attitude and anxiety are very important in learning realization of people.  Motivation is a situation which determines the willingness degree of attending an activity. Motivation contains belief, inner power and reactive behaviors to warning. Motivation is necessary for individuals to act as cognitively. Therefore it is very important for teachers knowing in advance of their students’ motivation degree. If the teachers know the reason of their students’ low motivation to lessons, they can improve the motivation of their students. Anxiety is also a variable which affects the learning negatively. Science anxiety can be defined as a fear oriented learning science. In this research it is aimed that the analysis of the relation between motivation and anxiety variables which are highly effective on learning. For numerical analysis we studied 652 high school students in Turkey. The data is collected with chemistry motivation scale and chemistry laboratory anxiety scale. The study has been designed in relational survey model. The correlation between the variables are examined using Structural Equation Modeling (SEM). Structural equation modeling provides a very general and convenient framework for statistical analysis that includes several traditional multivariate procedures, for example factor analysis, correlation analysis, discriminant analyses, as special cases. With this study we conclude that there is a negative and significant correlation between chemistry motivation and chemistry laboratory anxiety. This result can be interpreted that the person with low chemistry laboratory anxiety has high chemistry motivation.

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