ارائه مدل ساختاری تاثیر ادراک دانش‏آموزان از محیط کلاس بر خودکارمدی تحصیلی و نگرش به علوم با میانجیگری ادراک از ارزیابی

هدف پژوهش حاضر ارائه مدل ساختاری تاثیر ادراک دانش‏آموزان از محیط کلاس و ارزیابی بر خودکارمدی تحصیلی و نگرش به علوم در مدارس متوسطه سطح اول شهر بابل می‏باشد. روش پژوهش توصیفی از نوع همبستگی است. نمونه آماری، شامل 371 نفر از دانش‏آموزان می‏باشند که با استفاده از شیوه نمونه‏گیری خوشه‌ای انتخاب شده‌اند. جهت گردآوری داده‌ها، از پرسشنامه سنجش از محیط کلاس، پرسشنامه ادراک دانش‏آموزان از ارزیابی، پرسشنامه خودکارآمدی تحصیلی و پرسشنامه نگرش به علوم استفاده شد. برای تجزیه و تحلیل اطّلاعات نیز از روش‎های آمار توصیفی( میانگین و انحراف معیار) و آمار استنباطی (ضرایب همبستگی پیرسون و مدل سازی معادلات ساختاری) استفاده شد. نتایج نشان داد که بین همۀ متغیرهای محیط کلاس درس و ادراک دانش آموز از ارزیابی با خودکارآمدی تحصیلی و نگرش به علوم رابطه مثبت و معناداری داشت. نتایج معادلات ساختاری نشان داد که سه مقیاس محیط کلاس (برابری، حمایت معلم و وابستگی دانش آموزان) تاثیر مستقیم و مثبتی بر نگرش به علوم دارند. و دو مقیاس (جهت گیری تکلیف و درگیری دانش‏آموزان) تاثیر مثبتی بر خودکارآمدی تحصیلی دارند.

Presenting a Structural Model Effect of Students’ Perception of Classroom Environment on Academic Selfefficacy and Attitudes to Science with Mediated Perception of Evaluation

The purpose of the present study was to Effect of Students’ Perception of Classroom Environment on Academic Selfefficacy and Attitudes to Science with Mediated Perception of Evaluation in first grade high schools. The purpose of this study was to provide a structural model for the effect of students’ perception of the classroom environment and assessment on academic selfefficacy and attitudes to scienc In the secondary schools of the first level. The research method is descriptive structural equation. The statistical population of the study consisted of all high school students of Babol’s first grade high schools who were selected using twostage cluster sampling method of 371 students. To collect data, a questionnaire Assessment of classroom environment, Students’ perceptions of assessment questionnaire, academic selfefficacy questionnaire and questionnaire Attitude to Science was used. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficients and structural equation modeling) were used to analyze the data. . The results showed that there was a positive and significant relationship between all the variables in the classroom environment and the students’ perception of the evaluation with academic selfefficacy and attitude to the sciences. The results of structural equations show that three Components of class environments (Equity, Teacher Support and Student Cohesiveness) have a direct and positive impact on the attitude to science. And two Components (Task Orientation and student Involvement,) have a positive effect on academic selfefficacy. The results of structural equations showed that all of Components Students’ perceptions of assessment have a positive impact on the academic selfefficacy and attitude to science. The three assessment Components (Congruence with Planned Learning, Transparency, and diversity) have a direct impact on academic selfefficacy, and Congruence with Planned Learning is the only perceived Component of assessment that directly affects the attitude of the sciences. Also, all five Components of evaluation perception are mediatorial in the effect of Task Orientation on academic selfefficacy and attitudes to science. Therefore, it can be said that teaching students about the classroom environment and assessment is a positive predictor of academic selfefficacy and attitude to science.