Abstract
The objective of the present study was to determine the relationship of the dimensions of perceived teaching style with students’ mathematics achievement and self-efficacy. To this end, among 432 individuals considered as the statistical population, a corpus of 205 third grade high school students studying mathematics and physics in public high schools in Zahedan in the academic year 2014-2015 was selected based on gender using the stratified random sampling method. The Teacher as Social Context Questionnaire (Belmont et al., 1992) and the Mathematics Self-Efficacy Scale-Revised (Betz & Hackett, 1983) were completed by the subjects and the mean scores on geometry, arithmetic, and algebra were used as indicators of mathematics achievement. To analyze the obtained data, both descriptive (frequency, mean, and standard deviation) and inferential statistics (the Pearson correlation coefficient, simultaneous regression analysis, and one-sample t-test) were applied. The results indicated that the dimensions of perceived teaching style (autonomy support, structure, and involvement) were related to mathematics achievement and self-efficacy and were able to significantly predict them. Finally, the results of the t-test demonstrated a difference between the males and females with regard to self-efficacy; however, no difference was found between them in terms of mathematics achievement.
Highlights
Ejei, Hejazi, and Ghazi Tabatabaee (2013) noted the direct effects of the dimensions of perceived teaching style on creativity and revealed the indirect effects mediated by autonomous motivation on creativity
The present study aimed to determine the relationship of the dimensions of perceived teaching style with mathematics achievement and self-efficacy
The obtained results demonstrated that the dimensions of perceived teaching style were able to predict the students’ mathematics achievement
Summary
Hundreds of other similar factors have led many researchers and specialists in the realm of education and training to attempt to reform and improve the performance of education systems through creating some major changes in the traditional methods of teaching and learning (Mortazavi, Beshkar, Mesgarani, Ahmadi, & Bakhshalizadeh, 2011). This is while some previously conducted studies have shown that educational and individual factors with a cognitive and social nature have the greatest impact on academic achievement (Golman, 1995; Wong, 2005; Mayee, 2001). Since in any educational system, educational achievement is considered as the most important indicators of the success of scientific and educational activities, examining factors affecting students’ academic achievement is of significant importance to educational sciences and psychology researchers
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