The Relationship Between School Environment Perceptions and Self-Regulated Learning Strategies with Academic Seriousness and Mediating Role of School Enthusiasm

The purpose of this study was to model the structural equations of the relationship between school environment perceptions and self-regulated learning strategies with academic seriousness and the mediating role of school enthusiasm.The study was a correlational research whose population included 2,200 third-grade male secondary school students in Bojnourd, who studied in Bojnourd during the academic year of 2016-2017. A sample of 327 people was selected by stratified random sampling method based on Morgan table. The subjects responded to Genry et al.’s Students' Perceptions of Classroom Activities (2002), de Groot’s self-regulated learning strategies, Wong and Schole's school enthusiasm questionnaire (2011), and a researcher-made questionnaire on educational seriousness. Using Cronbach's alpha, the reliability of these questionnaires was 0.81, 0.89, 0.83 and 0.76, respectively; also the validity of the questionnaires was approved by the thesis supervisor. Data were analyzed by SPSS software running multiple regression; also structural analysis method was performed using LISREL software.The findings indicated that school environment perceptions and self-regulated learning strategies had a significant relationship with academic seriousness. At the same time, school enthusiasm was able to mediate the relationship between school environment perceptions and self-regulated learning strategies. Because the school enthusiasm plays a mediating role between school environment perceptions and self-regulated learning strategies, academic achievement can be enhanced by reinforcing it.Keywords: Motivational Beliefs, Academic Achievement, Metacognitive Learning Environment