Classroom Perceptions and mathematics achievement: the mediating role of cognitive and motivational variables

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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.

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Journal of Psychological Studies
Volume 5, Issue 4
January 2010
Pages 47-66

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