While concept mapping is a valuable tool used to organize and represent ideas, the complexity and variability in how concepts are understood, connected, and represented make learners less receptive to using concept maps. Hence, it is important to employ scaffolding and motivational strategies to help students deal with complexity in working with concept maps. Self-efficacy and the perception of the helpfulness of concept map may enhance students' responsiveness and adaptability of concept mapping. In this quasi-experimental study, we conducted a one-way multivariate ANOVA to examine the difference between the two scaffold conditions (concepts plus labels and concepts only). The study also reports the dimensions of perceived helpfulness of concept map students reported. Results revealed that concept plus labels scaffolding is as effective as concept-only scaffolding in promoting learning among chemistry students. A significant number of students reported that the mapping activity is helpful. Theoretical and practical implications are discussed.