Document Type : Research Article
Authors
Abstract
The purpose of the present study was to examine the casual relationship between perceived constructive learning environment and mathematics performance with mediating role of intrinsic goal orientation, task value, attitude toward mathematics and mathematics self-efficacy of male junior high school students in Ahvaz. The population in this study was all of the students who are studying in 1388-89 academic year. From this population 300 students were selected using multi-stage random sampling method. The research instruments were Constructivist Learning Environment Survey (CLES), Mathematics Self-Efficacy Survey, Attitude toward Mathematics Inventory (ATMI), and Motivated Strategies for Learning Questionnaire (MSLQ). The proposed model of the relationships between variables was tested using structural equation modeling. According to the results, the proposed model had an acceptable fitness regarding the fitness indices. Other results revealed that perceived constructive learning environment had direct relationship with mathematics performance, and was indirectly related, through intrinsic goal orientation, task value, attitude toward mathematics and mathematics self efficacy, to mathematics performance. There was no direct relationship between attitude toward mathematics and mathematics self-efficacy.
Keywords
فارسی
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