A survey of prediction of math learning by quality of teaching and classroom climate factors with mediation of motivational beliefs and self regulating learning strategies in fifth grade elementary school

The aim of the present study was to investigate the prediction of math learning by quality of teaching and classroom climate factors, while mediated by motivational beliefs and self regulating learning strategies. In this research, based on Creemers` model, a hierarchical model was proposed. In this model, 1- quality of teaching and classroom climate factors, 2- motivational beliefs and self regulated learning strategies and 3- math learning were respectively, introduced as exogenous, mediating, and endogenous variables. The sample consisted of 100 fifth grade elementary school girl-students from Shiraz city selected through randomized cluster sampling. The measuring instruments were Quality of Teaching Scale (Kyriakides, et al, 2000), Questionnaire on Teacher Interaction (Wubbels et al, 1993), Teacher Expectancy Scale (Bulach, 1993), Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990) and Mathematics Achievement Test. The validities and reliabilities of all these instruments were confirmed. The results supported the mediating role of the motivational beliefs and self regulated learning strategies. It means that teachers` behavior and interactions of teacher and students indirectly predict math learning through motivational beliefs and self regulated learning strategies.