Volume 10, Issue 4 (Winter 2009)
Advances in Cognitive Sciences 2009, 10(4): 27-38 |
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Abstract: (3394 Views)
Objective: The purpose of this study was to investigate the impact of perception of classroom on mathematics self-regulation through the mediation of achievement goals and mathematics self-efficacy. For this reason، 800 eleventh students (400 male, 400 female) were chosen randomly and completed a questionnaire which consists 7 sub scales.
Method: The structural modeling analysis indicated that motivational tasks and mastery evaluation had a direct and significant impact on self-regulation; and autonomy perceived had an indirect impact on self-regulation via mastery goals and self-efficacy.
Results: The mastery goals had a direct impact on self-efficacy but the relationship between performance goals and self-efficacy was not significant. The mastery goals had a direct impact on self regulation.
conclusion: the results indicated the direct and indirect impact of perception of classroom (through mediation of goals achievement and self-efficacy) on self –regulation.
Method: The structural modeling analysis indicated that motivational tasks and mastery evaluation had a direct and significant impact on self-regulation; and autonomy perceived had an indirect impact on self-regulation via mastery goals and self-efficacy.
Results: The mastery goals had a direct impact on self-efficacy but the relationship between performance goals and self-efficacy was not significant. The mastery goals had a direct impact on self regulation.
conclusion: the results indicated the direct and indirect impact of perception of classroom (through mediation of goals achievement and self-efficacy) on self –regulation.
Keywords: Structural Modeling, Perception of Classroom, Self-Efficacy, Goals Achievement, Self-Regulation
Type of Study: Research |
Subject:
Special
Received: 2008/07/5 | Accepted: 2008/10/10 | Published: 2008/12/21
Received: 2008/07/5 | Accepted: 2008/10/10 | Published: 2008/12/21
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