Prediction of Students' Achievement Behaviors through Perceptions of Classroom and Family Environment: Are Academic Emotions Mediators in this Relationship?

This study set out to examine the perceptions of classroom and family environments by high school students as predictors of their achievement behaviors, considering academic emotions as mediators. The statistical population comprised senior high school students in Golbahar during the 2020-2021 academic year. The sample was selected through cluster sampling, choosing three boys' schools and two girls' schools out of eight high schools. Due to the COVID-19 pandemic and school closures, the questionnaires were converted to electronic forms and distributed in virtual classroom groups. A total of 355 students (95 boys and 260 girls) completed the following questionnaires: The Fraser et al. What is Happening in this Class Questionnaire (1996), the Grolnick et al. Family Environment Perception Questionnaire (1997), the Pekrun Achievement Emotions Questionnaire (2005), and the Hermans Achievement Motivation Test (1970). The data were analyzed using regression coefficients and structural equation modeling. The results indicated that perceptions of classroom and family environments and academic emotions could predict achievement behaviors in separate regressions. However, when these variables were simultaneously entered into the structural model with academic emotions as mediators, perceptions of the classroom and family environments could predict achievement behaviors only through academic emotions. This finding underscores the prominent role of academic emotions as mediators in this relationship. Therefore, teachers in the classroom and parents at home should create a conducive environment to foster positive perceptions among students, which in turn promotes positive emotions that shape their achievement behaviors.