Designing and testing a model of precedents mathematics performance

The aim of this research was to designing and testing a model of precedents of mathematics performance that perceived constructivist learning environment, academic self-efficacy and negative–based incentives as precedents variables, mathematics performance as outcome and task value as mediating variable selected.
The study population included all students of Islamic Azad University of Ahvaz Which in 1393 were enrolled in the University of the population and random cluster sampling method, 100 to assess reliability and validity And 250 for hypothesis testing and research tools on their favorites implemented. Data through structural equation modeling (SEM) and were analyzed by analysis.
Finding: The results also supported the positive effects of perceived constructivist learning environment, academic self-efficacy and negative effect of negative–based incentives on mathematics performance, and too indirect positive effects of perceived constructivist learning environment, academic self-efficacy and indirect negative effect of negative–based incentives on mathematics performance through task value.
It can be concluded that the decision-makers and teachers can with create the appropriate conditions to learn and implement the constructivist's principles in classrooms replacing motivational patterns based on effort rather than ability-based motivational patterns, use of positive motivational incentives and appropriate support, such as proper monitoring and giving more value to science and math education and raise reasonably academic expectations, provide Grounds for more involvement's students to learn math homework that The end result will be improved mathematics academic performance.