Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation

Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Sakineh Jafari, Ali Asgari
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2020
Materias:	classroom climate teacher-student interaction academic motivation academic achievement lisrel path analysis Education L
Acceso en línea:	https://doaj.org/article/1d8b5233418249219de9651a04a9f886
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1d8b5233418249219de9651a04a9f886
record_format	dspace
spelling	oai:doaj.org-article:1d8b5233418249219de9651a04a9f8862021-12-02T09:02:11ZPredicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation10.15507/1991-9468.098.024.202001.062-0741991-94682308-1058https://doaj.org/article/1d8b5233418249219de9651a04a9f8862020-03-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/93-20-1/803-10-15507-1991-9468-098-024-202001-5https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.Sakineh JafariAli AsgariNational Research Mordova State Universityarticleclassroom climateteacher-student interactionacademic motivationacademic achievementlisrelpath analysisEducationLRUИнтеграция образования, Vol 24, Iss 1, Pp 62-74 (2020)
institution	DOAJ
collection	DOAJ
language	RU
topic	classroom climate teacher-student interaction academic motivation academic achievement lisrel path analysis Education L
spellingShingle	classroom climate teacher-student interaction academic motivation academic achievement lisrel path analysis Education L Sakineh Jafari Ali Asgari Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
description	Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
format	article
author	Sakineh Jafari Ali Asgari
author_facet	Sakineh Jafari Ali Asgari
author_sort	Sakineh Jafari
title	Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
title_short	Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
title_full	Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
title_fullStr	Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
title_full_unstemmed	Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation
title_sort	predicting students’ academic achievement based on the classroom climate, mediating role of teacher-student interaction and academic motivation
publisher	National Research Mordova State University
publishDate	2020
url	https://doaj.org/article/1d8b5233418249219de9651a04a9f886
work_keys_str_mv	AT sakinehjafari predictingstudentsacademicachievementbasedontheclassroomclimatemediatingroleofteacherstudentinteractionandacademicmotivation AT aliasgari predictingstudentsacademicachievementbasedontheclassroomclimatemediatingroleofteacherstudentinteractionandacademicmotivation
_version_	1718398229678129152

Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation

Ejemplares similares