Investigating the structural relationships between perceptions of school climate and achievement goals with academic self-efficacy

The aim of the present research was to study structural relationships between the perception of the school’s environment, and achievement goals with academic self-efficiency. In this descriptive research (reason patterning), first year high school students of Urmia city formed the statistical society. Method of sampling was multi-stage random procedure that 380 people were selected through this method, and then answered the questionnaires of the academic self-efficiency, the perception of school’s environment, and the achievement goals. Data was analyzed through the structural equations method. Results indicated that the academic self-efficiency model is valid in research society. Direct route of the goals of the mastery towards the academic self-efficiency was positive and significant, and the goals of function-avoidance towards the academic self-efficiency was negative qnd significant. In addition, direct routes of teacher support, peer support, and stability of rules towards the goals of mastery, function - approach, and function-avoidance were positive and significant. Therefore, we can increase the academic self-efficiency by increasing the environmental supports in school, and tendency of the students towards the mastery goals.