The Relationships between Perception of Classroom Environment and Academic Teacher-Regulation with Academic Performance through Self-Regulation Learning

Success in learning is influenced by the learning environment. The purpose of this study was to investigate the relationships between perception of classroom environment and academic teacher-regulation with academic performance through self-regulation learning in sixth grade elementary students.

The design of this research was a correlation model with a structural equation modeling approach. Statistical analysis was performed using AMOS and SPSS software. The statistical population of this study was all students of the sixth elementary school of Miandoab and the sample size of 365 students in the academic year of 2017-18. Students completed questionnaires of perception from the classroom, academic teacher-regulation, self-regulation in learning, and Average grades of the first semester was used for academic performance.

The results of the structural equation modeling model showed that academic performance directly influences the perception of the classroom environment and academic teacher-regulation and indirectly through the mediation of self-regulation learning. The findings of the research showed that the proposed model is fitted with data and fit indexes in a significant range in all the paths of the model.

Providing a suitable educational environment and applying the academic teacher-regulation skills to support self-regulated learning can help improve student academic performance.