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:: Volume 12, Issue 1 (Vol12 No1 Spring 2025- 2025) ::
J Child Ment Health 2025, 12(1): 36-53 Back to browse issues page
The mediating role of organization in the relationship between task-specific perception and students' classroom learning
Mahdiyeh DostMohamadi1 , Siavash Talepasand *2 , Isaac Rahimian-Boogar2
1- Semnan University, Semnan, Iran
2- Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
Abstract:   (256 Views)
Background and Purpose: According to extensive empirical evidence, cognitive organizational strategies are significantly associated with academic achievement and enhance learning. This study aimed to investigate the mediating role of organization in the relationship between task-specific perception and classroom learning among students.
Method: This descriptive-correlational study involved a statistical population including all ninth-grade students enrolled in lower secondary schools in Kerman during the 2020–2021 academic year. A total of 400 students were selected through multi-stage cluster random sampling. Participants completed a battery of instruments including the Positive and Negative Affect Schedule (Watson et al., 1988), Self- regulation Questionnaire (Boufard et al, 1995), Effort Scale (Dupeyrat & Mariné, 2005), Perceived Academic Control Scale (Perry et al., 2001), General Self-Efficacy Scale (Jerusalem & Schwarzer, 1992), Rating of Perceived Exertion scale (Borg, 1982), Self-Concept Scale (Beck et al., 1990), and a Researcher-Developed Mathematics Test. Data were analyzed using structural equation modeling with SPSS 24 and AMOS 23.
Results: The findings indicated that task-specific perception had a direct structural effect on organization (γ = 0.60, p<.05) and classroom learning (γ =0.46, p<.05). Additionally, organization had a direct structural effect on classroom learning (β = 0.26, p<.05). Organization mediated the relationship between task-specific perception and classroom (BS=0.427, p<.001).
Conclusion: To achieve effective classroom learning, it is essential not only to cultivate students' task-specific perceptions but also to support their learning through the organization of emotions, strategies, and volitional control. Educators can enhance students' perception and organization by designing clear tasks and providing constructive feedback. Organizational skills such as time management and planning can be developed through tools like checklists and consistent classroom engagement. Supportive learning environments and continuous feedback further reinforce classroom learning by consistently enhancing perception and organizational capabilities.
Article number: 3
Keywords: organization, task-specific perception, class learning
Full-Text [PDF 1491 kb]   (89 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/01/9 | Accepted: 2025/06/25 | Published: 2025/06/29
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DostMohamadi M, Talepasand S, Rahimian-Boogar I. The mediating role of organization in the relationship between task-specific perception and students' classroom learning. J Child Ment Health 2025; 12 (1) : 3
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Volume 12, Issue 1 (Vol12 No1 Spring 2025- 2025) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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