CLASSROOM PERCEPTIONS AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF COGNITIVE AND MOTIVATIONAL VARIABLES

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

HEJAZI ELAHEH; NAGHSH Z.; SANGARI A.A.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: PSYCHOLOGICAL STUDIES Year:2010 | Volume:5 | Issue:4 Page(s): 47-65

Download Full-Text

Persian Verion

View:

1,903

Download:

Cites:

Information Journal Paper

Title

CLASSROOM PERCEPTIONS AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF COGNITIVE AND MOTIVATIONAL VARIABLES

Author(s)

HEJAZI ELAHEH | NAGHSH Z. | SANGARI A.A. | Issue Writer Certificate

Keywords

PERCEPTION OF CLASSROOM STRUCTURESQ3

PERCEIVED INSTRUMENTALITYQ2

ACHIEVEMENT GOALSQ3

SELF-REGULATED STRATEGIESQ3

Abstract

The purpose of this study was to investigate the impact of students' perceptions of classroom structures on mathematics achievement through the mediating of motivational and cognitive variables. For this reason, 400 high school students (200males - 200females) were chosen randomly and completed a series of scales (perception of classroom, Blacburn, 1998, ACHIEVEMENT GOALS, Middleton, Midgley, 1997, SELF-REGULATED STRATEGIES, and perception of task usefulness, Miller et al, 1996).The results of path analysis showed that:1- Motivational (achievement goals, perceived instrumentally) and cognitive (self-regulated learning) variables have a mediated role between PERCEPTION OF CLASSROOM STRUCTURES and mathematics achievement.2- Motivational tasks had an indirect effect on mathematics achievement through mediating role of ACHIEVEMENT GOALS, PERCEIVED INSTRUMENTALITY and SELF-REGULATED STRATEGIES.3- Autonomy support had an indirect effect on SELF-REGULATED STRATEGIES and mathematics achievement by mediating role of ACHIEVEMENT GOALS, PERCEIVED INSTRUMENTALITY;4- Mastery evaluation had a direct effect on mastery, performance ACHIEVEMENT GOALS and SELF-REGULATED STRATEGIES and an indirect effect on mathematics achievement.

Cites

No record.

References

No record.

Cite

APA: Copy

HEJAZI, ELAHEH, NAGHSH, Z., & SANGARI, A.A.. (2010). CLASSROOM PERCEPTIONS AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF COGNITIVE AND MOTIVATIONAL VARIABLES. PSYCHOLOGICAL STUDIES, 5(4), 47-65. SID. https://sid.ir/paper/67732/en

Vancouver: Copy

HEJAZI ELAHEH, NAGHSH Z., SANGARI A.A.. CLASSROOM PERCEPTIONS AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF COGNITIVE AND MOTIVATIONAL VARIABLES. PSYCHOLOGICAL STUDIES[Internet]. 2010;5(4):47-65. Available from: https://sid.ir/paper/67732/en

IEEE: Copy

ELAHEH HEJAZI, Z. NAGHSH, and A.A. SANGARI, “CLASSROOM PERCEPTIONS AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF COGNITIVE AND MOTIVATIONAL VARIABLES,” PSYCHOLOGICAL STUDIES, vol. 5, no. 4, pp. 47–65, 2010, [Online]. Available: https://sid.ir/paper/67732/en

Related Journal Papers