The Effect of Perceived Structure of Classroom on the Choice of Problem, Effort, Persistence and Academic Performance

Authors: Fatemeh Bayanfar

Pages: 13-18

Abstract:

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