Unlocking Classroom Learning: The Mediating Power of Task-Specific Perception and Organizing in Bridging Students and Contextual Dynamics
نویسندگان
1 Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran
2 Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran
3 Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran
doi
10.30491/ijbs.2026.534200.2254چکیده
Introduction: This study investigates how classroom dynamics are shaped by context characteristics (task norms, content difficulty) and student attributes (meta-cognition, self-efficacy) through mediating processes of task-specific perception and organization, based on Eynde and Turner's multidimensional model. The goal is to validate a structural model linking these factors to learning outcomes, offering actionable insights for educators. Method: A correlational study of 404 Iranian ninth-graders (180 boys, 224 girls) employed multi-stage random sampling. Participants completed Positive and Negative Affect Schedule, Self-regulation questionnaire, Effort scale, Rating of perceived exertion, Self-efficacy questionnaire, Academic control scale, Self-concept questionnaire, Meta-Emotion and Meta-Cognition questionnaire, a teacher-made mathematics test, The Personal Belief Assessment Questionnaire, Motivated Strategies for Learning Questionnaire, Classroom structure scale, Semnan Value-Expectancy Questionnaire. Structural equation modeling (SEM) analyzed pathways between variables. Mediation analysis using bootstrap methods with 1000 samples and 95% confidence interval revealed significant indirect effects. Results: Context characteristics influenced organization through task-specific perception (β=0.131, p<.05), explaining 13.1% of the total effect. Student characteristics affected organization via task-specific perception (β=0.228, p<.05), accounting for 22.8% of the total effect. Additionally, student characteristics impacted classroom learning through organization (β=0.428, p<.05), explaining 42.8% of the total effect. Task-specific perception also influenced classroom learning through organization (β=0.182, p<.05), mediating 18.2% of the total effect. The strongest indirect effect is the path of student characteristics on organization and ultimately on classroom learning. Discussion: Task-specific perception and organizational strategies critically bridge student-context interactions. Educators should prioritize emotionally supportive environments and meta-cognitive skill development. Future research should explore cross-cultural applications and additional mediators (e.g., teacher rapport) to enhance predictive power.
