The global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

全球学生缺乏学习科学的动力以及STEM职业中的性别失衡为这项研究提供了动力，该研究有两个主要目的：（1）研究女学生对社会心理学习环境的看法对其动机和动机的影响。科学学习中的自我调节；（2）调查他们报告的动机对其努力自我调节的影响。数据来自阿拉伯联合酋长国阿布扎比16所官立学校的6至9年级科学班的338名女学生。使用结构方程模型来探索假设的关系，这表明学习环境的感知，动机和自我调节之间存在统计学上的显着关系。