The Impact of Conscientiousness on Laboratory Safety Behavior Intention of Undergraduates: The Mediation of Safety Perception and Moderation of Chemistry Learning Motivation

Abstract

This study examined the influence of chemistry learning motivation, conscientiousness, and laboratory safety perception on the safety behavior intention among undergraduates in chemistry-related majors. The results demonstrated that chemistry learning motivation (except amotivation), conscientiousness, and laboratory safety perception positively correlated with the safety behavior intention. Safety perception served as a partial mediator between conscientiousness and laboratory safety behavior intention, accounting for 72.83% of the total effect. Furthermore, amotivation toward chemistry learning significantly negatively modulated the relationship between safety perception and safety behavior intention.