Presenting the Causal Model of Perception of the Constructivist Classroom and Academic Enthusiasm According to the Mediating Role of Achievement Goals among the Second Year High School Students of Khesht and Kamarej

The present study was conducted with the aim of presenting a causal model of the relationship between constructivist classroom perception and academic enthusiasm, considering the mediating role of achievement goals.

For this purpose, 234 students of the second year of secondary school in Kasht and Kamaraj city were selected by stratified random sampling method and self-report questionnaire including achievement goals scale (Elliott and McGregor, 2008) perception scale of constructivist classroom. (Mansouri, 2009) and academic enthusiasm scale (Fredericks et al., 2001) answered. The technical characteristics of the measurement tool, including validity and reliability, were also examined and confirmed.

The results of the path analysis showed that the perception of the constructivist classroom affects academic enthusiasm through the mediation of progress goals. In addition, constructivism components have the most direct effect on academic desire.

The mediation of achievement goals and academic enthusiasm can explain the relationship between the perception of constructivist classroom and academic performance. This mediation shows that the perception of the classroom does not directly affect the academic performance, but through the mediation of the goals of progress and academic enthusiasm, it explains the correlation with the academic performance.