International Journal of Education and Psychological Research
(Print and Online Peer Reviewed Journal)
Authors: Fatemeh Bayanfar
The purpose of this study was to investigate the effect of perceived classroom structures on the choice of problem, effort and persistence in practical tasks and academic performance of students. The method used in this study was a pretest-posttest. 48 individuals were selected randomly and were divided into three groups of mastery structure, performance structure and control. The data was analyzed using multivariate analysis of variance (MANOVA). Results revealed that the mean scores for effort in mastery group were significantly higher than that of performance (p<0.01) and control group (p<0.001). In addition, the average scores for effort in performance group were significantly higher than the scores in control group (p<0.05). The average scores for choice of problem and academic performance in mastery group were significantly higher than the scores in control group (p<0.05). Finally, there was no significant difference between the average scores of persistence among groups. Mastery structure of the classroom is very effective in creating progress behavior and increasing academic performance.