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The mediating role of organization in the relationship between task-specific perception and students' classroom learning
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Mahdiyeh DostMohamadi1   , Siavash Talepasand *2 , Isaac Rahimian-Boogar1 |
1- Associate Professor, Department of Psychology, Facuity of Psychology and Educational Sciences, Semnan University, Iran
2- Faculty of Psychology and Educational Science, Department of Psychology, Facuity of Psychology and Educational Sciences, Semnan University, Iran |
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Abstract: (31 Views) |
Background and Purpose: the present study was to investigate the mediation role of organization in the relationship between task-specific perception and students' classroom learning.
Methods: The descriptive research method was structural equations type. The studied population included all ninth grade high school students of Kerman city, 400 students were selected as a sample by multi-stage cluster random sampling method. Organizational questionnaires, task-specific perception and mathematical researcher-made test were used to collect data. Data analysis was done with descriptive statistics and path analysis with Imus version 23 software.
Results: The results showed that task-specific perception and organization had a direct and significant structural effect on classroom learning. The special perception of the task had a direct and significant structural effect on the organization. Organization played a mediating role in the relationship between the task-specific perception and students' classroom learning.
Conclusion:Therefore, it can be concluded that in order to improve classroom learning, one should pay attention to features such as cognitive organization and task-specific perception.
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Article number: 3 |
| Keywords: organization, task-specific perception, class learning, students |
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Full-Text [PDF 1515 kb]
(14 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2023/01/9 | Accepted: 2025/06/25 | Published: 2025/06/29
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