摘要：This paper focused on the relationship between classroom environment perceptions,
self-regulation, and science achievement. Classroom environment perceptions were measured in terms
of motivating tasks, autonomy support, and mastery evaluation. Self-regulated learning was
conceptualized as consisting of two main components, namely, motivation and strategy use. Motivated
Strategies for Learning Questionnaire, Approaches to Learning Instrument, and Survey of Classroom
Goals Structures were used as data collection instruments. Studying with 900 elementary students,
structural equation modelling showed that students’ perception of classroom environment concerning
motivating tasks, autonomy support, and mastery evaluation were positively associated with
motivational and cognitive components of self-regulation and science achievement. Findings
suggested that classroom environments emphasizing motivating tasks, autonomy and the link between
personal effort and accomplishments can encourage self-regulation and achievement in science.
