Development and psychometric validation of a multidimensional chemistry coping strategies scale for secondary school students

Chemistry learning at the secondary level is cognitively demanding and often induces academic stress. Existing coping measures are largely generic and lack sensitivity to chemistry-specific learning contexts. This study aimed to develop and psychometrically validate a Chemistry Coping Strategies Scale (CCSS) for secondary school students. Using a sequential mixed-methods design, qualitative interviews with Grade 10 chemistry students informed item generation. An initial pool of 55 items was refined to 45 through expert review and Content Validity Ratio analysis. Exploratory Factor Analysis ( n = 513) and Confirmatory Factor Analysis ( n = 434) were conducted for validation. EFA yielded a six-factor, 40-item structure explaining 51.56% of the variance, with one factor removed. CFA supported acceptable model fit. The final scale demonstrated good reliability (α = 0.866) and stability across gender, subject stream, and locality. The Chemistry Coping Strategies Scale (CCSS) is a valid and reliable discipline-specific tool for assessing coping strategies in chemistry education.