The relationship between the perception of the classroom structure and students\' academic performance through the mediating role of self-efficacy (a case study of students of the Faculty of Psychology and Educational Sciences, University of Sistan and Baluchistan)

This research was conducted with the aim of determining the relationship between the perception of the classroom structure and students\' academic performance through the mediating role of self-efficacy. The statistical population of this research included the students of the Faculty of Psychology and Educational Sciences of the University of Sistan and Baluchistan in the second semester of 1400-1401, whose number was equal to 900 people (540 girls and 360 boys). The sample size was estimated to be 269 people based on the Kargesi Morgan table, of which 162 female students and 107 male students were selected by stratified random sampling. The research tool was the questionnaire of perceived classroom structure (Mighli et al., 1988), academic performance (Dartaj, 2013) and self-efficacy (Sharer et al., 1982). The results showed that there was a direct and significant relationship between the perception of the classroom structure and the students\' academic performance. Also, a direct and significant relationship was observed between the perception of the classroom structure and students\' self-efficacy, and there was an indirect and significant relationship between the perception of the classroom structure and students\' academic performance through the mediating role of self-efficacy.