Perceived Classroom Environment and Mathematics Achievement: Mathematics Self- efficacy and Self- concept as Mediators

The current study is intended to explore into the mediator role that mathematics self- efficacy and self- concept play in classroom environment and mathematics achievement. For this purpose, 400 students were chosen (178 boys and 222 girls) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and students) and they responded to What IS Happening In Classroom Questionnaire (WIHIC), mathematic self- efficacy inventory, and mathematic self- concept questionnaire. Results of analysis indicated that direct coefficient of classroom environment has not significantly affected on educational achievement (0.04) while indirect coefficient of classroom might significantly effect on educational achievement by mediator variables of mathematic self- efficacy and mathematic self- concept. With respect to the results which have been derived, it seems that due its role that played in self- efficacy, environment might alter individual judgment about learning of mathematics and such judgment might effect on self- concept per se that is an organized system including beliefs regarding mathematics and it causes mathematical learning via emotional and behavioral reactions concerning to mathematical value and thinking techniques in this field.