摘要：The purpose of the present study is to investigate the effect of perception of the class structure (motivating tasks, autonomy support and mastery evaluation) on mathematics achievement with the mediating role of motivation variables (perceived instrumentality and achievement goals) and cognitive variables (self-regulated learning). 200 males and 200 females among third-grade mathematics students of the Isfahan public high schools were selected randomly, who completed a questionnaire consisting of seven subscales. Furthermore, the students’ final exam math grades were used to assess their mathematics performance. Path analysis method was used for data analysis. The results showed the good fit of the model and revealed that motivating tasks as an independent variable, with the mediating role of mastery goals, perceived instrumentality and self-regulated learning had a meaningful indirect effect on mathematics performance. Autonomy support with the mediating role of mastery goals and mathematics perceived instrumentality had an indirect effect on self-regulated and mathematics performance. Mastery evaluation had a meaningful direct effect on mastery goals: Performance goals and self-regulated learning had an indirect effect on mathematics performance with the mediating role of mastery goals and self-regulated learning. The mediating role of self-regulated learning between mastery goals, perceived instrumentality and mathematics achievement was confirmed.
关键词：Path analysis model;Perception of class structure;Achievement goals;Self-regulated strategies;Mathematics achievements ;
