ارائه مدل ساختاري تأثير ادراك دانش آموزان از محيط كلاس بر خود كارمدي تحصيلي و نگرش به علوم با ميانجيگري ادراك از ارزيابي

Presenting a Structural Model Effect of Students' Perception of Classroom Environment on Academic Self-efficacy and Attitudes to Science with Mediated Perception of Evaluation

هدف پژوهش حاضر ارائه مدل ساختاري تأثير ادراك دانش آموزان از محيط كلاس و ارزيابي بر خودكارآمدي تحصيلي و نگرش به علوم در مدارس متوسطه سطح اول شهر بابل مي باشد. روش پژوهش توصيفي از نوع همبستگي است. نمونه آماري، شامل 371 نفر از دانش آموزان مي باشند كه با استفاده از شيوه نمونه گيري خوشه‌اي انتخاب شده‌اند. جهت گردآوري داده‌ها، از پرسشنامه سنجش از محيط كلاس، پرسشنامه ادراك دانش آموزان از ارزيابي، پرسشنامه خودكارآمدي تحصيلي و پرسشنامه نگرش به علوم استفاده شد. براي تجزيه و تحليل اطّلاعات نيز از روشهاي آمار توصيفي( ميانگين و انحراف معيار) و آمار استنباطي (ضرايب همبستگي پيرسون و مدل سازي معادلات ساختاري) استفاده شد. نتايج نشان داد كه بين همۀ متغيرهاي محيط كلاس درس و ادراك دانش آموز از ارزيابي با خودكارآمدي تحصيلي و نگرش به علوم رابطه مثبت و معناداري داشت. نتايج معادلات ساختاري نشان داد كه سه مقياس محيط كلاس (برابري، حمايت معلم و وابستگي دانش آموزان) تاثير مستقيم و مثبتي بر نگرش به علوم دارند. و دو مقياس (جهت گيري تكليف و درگيري دانش آموزان) تاثير مثبتي بر خودكارآمدي تحصيلي دارند. و تناسب با يادگيري برنامه ريزي شده تنها مؤلفه ادراك از ارزيابي است كه به طور مستقيم بر نگرش به علوم تأثير مي گذارد.

The purpose of the present study was to Effect of Students' Perception of Classroom Environment on Academic Self-efficacy 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 self-efficacy 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 two-stage cluster sampling method of 371 students. To collect data, a questionnaire Assessment of classroom environment, Students' perceptions of assessment questionnaire, academic self-efficacy 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 self-efficacy 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 self-efficacy. The results of structural equations showed that all of Components Students' perceptions of assessment have a positive impact on the academic self-efficacy and attitude to science. The three assessment Components (Congruence with Planned Learning, Transparency, and diversity) have a direct impact on academic self-efficacy, 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 self-efficacy and attitudes to science. Therefore, it can be said that teaching students about the classroom environment and assessment is a positive predictor of academic self-efficacy and attitude to science.