The relationship between gender, perception of classroom structure, achievement goals, perceived instrumentality and academic achievement in English course third grad middle school students (English as second language)

Abstract

The present study wants to answer the question how much cognitive- motivational factors is related to the development course in English (English as second language).This study focuses on the relationship between gender,perception of classroom structure,achievement goals,perceived instrumentality and achievement in English course. In doing so, 336 third grade middle school students from area 12 of Tehran have been selected through a multi-stage sampling.For data analysis of descriptive statistics and to answer the questions from being used hierarchical regression analysis also for finding two gender differences was used analysis of variance (ANOVA) and T- tests. Academic achievement of the students was assessed and valued through the final exam grades. Results of using hierarchical regression showed that variables perception of classroom structure,achievement goals,perceived instrumentality can predict 17/1% changes in academic achievement.The results tow gender differences in perception of classroom structure and performance avoidance goals showed that girls earn higher grades than boys, but there is no difference between the other variables in boys and girls. These founds can be concluded that academic achievement in English is not depend on gender variable and variables perception of classroom structure, achievement goals and perceived instrumentality are the important roles in the academic Achievement in English language.