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Procedía - Social and Behavioral Sciences 116 (2014) 1477 - 1482
5th World Conference Educational Sciences -WCES 2013
Perception of class and sense of school belonging and self-regulated learning: A causal model
Narges Babakhani *
a Faculty member from Department ofpsychology, Roudehen branch, Islamic Azad University, Roudehen, Tehran, Iran
Abstract
The aim of this research is studying the relationships between Perception of class and sense of school belonging with self-regulated learning based on a causal model. For this goal, we selected a sample of two grade students from Tehran city High School. Size Sample was selected 800 (400 boys and 400 girls) which, were based on multistage cluster sampling. Motivated Strategies for Learning questionnaires Pintrich and De Groot (MSLQ) and Perceptions of class Jentry and his colleague (MCA) and psychological Sense of Membership Scale Goodnowe and Grady (PSSM) were administrated to students as a group. Questionnaires validity and reliability were verified. Result of Pearson correlation showed that mutual correlation between components of class environmental perceptions (interest, challenge, choice and enjoy), sense of school belonging (belong, accept and respect) and self-regulated learning (learning believe control, self-efficacy, meta-cognitive self- regulating and helpless) were significant (p< 0.01). Results of structural equating modeling (SEM) showed that purposed model was acceptable and fit index was not significant (GFI= 0.95 and RSMEA= 0.07). Also all paths or structural coefficients of purposed model were significant (p< 0.01). Therefore self-regulated learning of students was predicted by class environmental perceptions and sense of school belonging. Also In investigated gender difference with ANOVA method showed that, there is no significant difference between girls and boys of class perceived (P>0.05). But the two genders were different of acceptance and belonging scales (P<0.001). Boys scored higher on belonging, but lower on acceptance scale. Also boys outperformed girls in all self-regulation learning components (P< 0.001). © 2013 The Authors.Published byElsevierLtd.
Selectionand/orpeer-reviewunder responsibilityof Academic WorldEducation and Research Center. Keywords: class environmental perceptions, sense of school belonging and self-regulated learning.
1. Introduction
The main purpose of education and training system is to develop self regulated and independent learners who are able to regulate their own learning process. that's why educational psychologists known self regulated learning as a one of the most important variables of learning pintrich (1999), consider self regulated learning as the strategies that are applying by learners to regulate their perception and control their learning .
These strategies include: motivational, cognitive, meta- cognitive strategies and resources management. Many factors, including environmental and social motivations are effective on self regulated learning. One of the most important social motivations in learners is need of connectedness and belonging to the learning environment.
Goodnowe (1993) and Mckey(2007) believe that belonging to school includes components of student's perception of acceptance ,efficacy, attention, respect, supportiveness, participation and being loved by member of
* Corresponding author: Narges Babakhani Tel.: 09819127553310; Email :babakhani@riau.ac.ir ; Email : narges.babakhani@yahoo.com
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi: 10.1016/j.sbspro.2014.01.420
schools admits. Belonging to school predisposes individual decisions about setting up cognition, emotional and social relationship with learning environment and it provides the groundwork of participation and self regulation in educational and cultural activities in schools. (Goodnowe, 1993; Halt et.al, 2008).
The most important environmental factor that can cause the sense of belonging to school and self regulated learning is classroom environment. But the role of individual perceptions from this environment is more important. Classroom environmental perceptions represent the type of students perceptions from their duties and learning activities in the classroom and include favorite perception, selectivity, challenging, joy fulness of duties and classroom activities.(Jentry et al, 2002). Studies show that if favorite perception, joyfulness, challenge and choices in learning duties are created in learners, they would feel more sense of belonging to their educational environment and they would try more to regulate their learning activities and subsequently will achieve more educational success (Pintrich & De groot, 1990; Ames, 1992; Jentry et al, 2002; Greene et al, 2004; Young, 2005; Larocque, 2008; Sungur & Gungoren , 2009; Hejazi & Naghsh, 2008; Kareshki, 2008). so in this article the result of conceptual model test that include exogenous variable of class environmental perception and sense of belonging to school endogenous variable is used in explanation of self regulation learning.
2. Method
2.1 Participants
Target population included second grade male and female high school students from field's mathematics, sciences, and the humanities in Tehran. 808 students selected through multi-stage cluster sampling method (408 boys and 400 girls) that, Sample size was determined according to the number of observed variables.
2.2 Instruments
In this study three questionnaires of My Class Activity Scale (MCA), Psychological Sense of School Membership Scale (PSSM), and Motivated Strategy for Learning Questionnaire (MSLQ) were used.
2.2.1. My Class Activity Scale (MCA)
Student's perception of class environment was assessed My Class Activity Scale (Jentry & et.al, 2002). It is a 31-item questionnaire. Participants determined the extent to which they agreed or disagreed to each question on a 5-point Likert scale. Exploratory factor analysis and confirmatory factor analysis showed that this questionnaire consists of four factors that explained total variance was 49.29. Cronbach's alphas for the scales (interest with8 questions, 0.86; challenge with8 questions, 0.68; choice with 8 questions, 0.80; enjoyment with4 questions, 0.83 and 0.82 for the total scale) are at an acceptable level showing good internal consistency of the scale.
2.2.2. Psychological Sense of School Membership Scale (PSSM)
School belonging is measured through Psychological Sense of School Membership Scale (PSSM) (Goodenow, 1993). This is an 18-question scale which is well suited to adolescents. Participants show their belief toward their school on a 5-point Likert scale. Items 12, 17, 18 were removed after factor analysis due to weak or negative relations to the total factor. All remaining 15 questions were subjected in an exploratory factor analysis. Existence of three factors was confirmed by both exploratory and confirmatory factor analysis. These factors are: belonging (6 questions), acceptance (6 questions), and respect (3 questions), which explained 55 percent of the variance. These results are in line with Goodenow (1993). Alpha coefficients for subscales of belonging (0.71), acceptance (0.73), respect (0.82), and the whole scale (0.75) are acceptable.
2.1. Motivated Strategies for Learning Questionnaire (MSLQ)
This questionnaire was developed by Pintrich et al (1991). It has been nor med by Jabbari (1992) in Iran. In this study, subscales of learning belief control and self-efficacy (12 questions), meta cognitive regulation (12 questions) help seeking (4 questions) were selected (28 questions totally). Participants filled the questionnaires on a 7-point Likert scale. MSLQ's construct validity was investigated using confirmatory factor analysis. Cronbach's coefficient alphas, showing good internal consistency of the scales, were as follows: learning belief control scale= 0.69, self-efficacy= 0.71, meta cognitive regulation= 0.70, help seeking= 0.54, total scale= 0.86.
3. Procedure
A set questionnaire was prepared in a single one following pilot study (N=180) and primary adjustments. We selected experienced questioners and explained to them the main purpose of the study, content of the questionnaires, and how to conduct them. Data was gathered in such a way which prevented any disorder, by a carefully designed time schedule. Data was analyzed using SPSS and LIZREL.
4. Results
To investigate descriptive information, gender difference of the observed variables and ANOVA statistical test results was are reported in Table 1.
Table 1. Descriptive statistics and ANOVA test between girls and boys of the observed variables
Variable Group Mean Std. Deviation Minimum Maximum F Sig.
Interest Girl 23.24 7 8 40 1.04 0.31
Boy 23.77 7.4 8 40
Total 23.5 7.4 8 40
Challenging Girl 23.52 5.62 8 40 1.25 0.26
Boy 23.99 6.07 8 40
Total 23.75 5.85 8 40
Choice Girl 23.79 6.52 8 40 2.003 0.16
Boy 24.50 7.30 8 40
Total 24.14 6.92 8 40
Enjoyment Girl 12.86 4.17 4 20 0.31 0.58
Boy 12.04 4.51 4 20
Total 11.95 4.34 4 20
Belonging Girl 17.21 4.07 6 30 10.9 0.001
Boy 18.45 5.6 6 30
Total 17.82 5.3 6 30
Acceptance Girl 1 8.58 4.21 6 30 30 0.000
Boy 1 8.38 4.94 6 30
Total 17.45 4.7 6 30
Respect Girl 8.13 2.99 3 15 3.3 0.07
Boy 8.51 2.82 3 15
Total 8.32 2.9 3 15
learning Control beliefs Girl 21.09 5.47 4 28 35.2 0.000
Boy 23.15 4.23 6 28
Total 22.1 5 4 28
Efficacy Girl 41.83 9.34 8 56 51.08 0.000
Boy 23.15 7.1 10 56
Total 43 8.6 8 56
meta cognitive Girl 43.79 9.75 10 68 81.5 0.000
Boy 50.24 9.82 20 69
Total 47.07 10.30 10 69
Seeking help Girl 1 3.56 4.2 3 21 209.8 0.000
Boy 17.35 2.7 9 21
Total 15.5 4.06 3 21
As table 1 shows, There was no significant different between girls and boys in components of class perception (P> 0.05).The two genders are also different in terms of acceptance and belonging scales (P<0.001). Boys scored higher on belonging, but lower on acceptance scale. There was no significant different between girls and boys in terms of respect perception (P> 0.05). Findings also showed that girls and boys are significantly different in all self-regulation learning components (P< 0.001). Boys outperformed girls in all learning control belief, self-efficacy, meta-cognitive self-regulation, and help seeking from others scales. Table2 shows correlation coefficients of Latent variables.
Table2. Correlation coefficients of Latent variables
Latent variable Class perceived school belonging Self-regulated learning
Class perceived 1
school belonging **0.73 1
Self-regulated learning **0.59 **0.70 1
Table3: path standard coefficients
, estimate path Standardized path coefficient SE T Square multiple correlations (R2)
The direct effect of class perceived on Self-regulated learning 0.21 0.04 *2.42 0.26
Direct and indirect effects of class perceived on Self-regulated learning 0.37 0.04 **6.85 0.39
The effect of class perceived on school belonging 0.63 0.04 **10.23 0.40
The effect of school belonging on Self-regulated learning 0.47 0.04 **4.76 0.39
According to Figure 1, Table 3, and t test, all path coefficients (y and P) are significant (t>2). The lowest coefficient is the direct effect of class perceived to self-regulation (y=0.21, t=2.42) which is also significant (P<0.05). The highest coefficient is effect of class perceived on school belonging (y =0.63, t=10.23) which is significant (P<0.01). Total effect of class perceived on self-regulated learning (y=0.37, t=6.85), that is influenced by school belonging, is bigger than its direct effect (y=0.21 vs. y=0.37). In addition, multivariate correlation coefficients (R2 values) show that about 0.39 of self-regulated learning variance, directly and through school belonging, is accounted for by class perceived, while, class perceived directly account for just 0.26 of self-regulation variance. Therefore it can be concluded that school belonging has an important mediating role in this regard.
The analysis results suggested that there was evidence to support adequate model to data fit. However, the chi-square estimate which is quite sensitive to sample size (Tabachnick & Fidell, 2007) was found to be significant (%2=114.12, dF= 41). Fit indices for the model were presented in Table 4.
_Table, 4 Fit indices_
Fit statistics x2_df_Xidi_CFI GFI AGFI RMSEA_SRMR
Conceptual 114.12 41 2.78 0.97 0.95 0.91 0.07 0.05
Figure 1. Conceptual model with path coefficient
5. Conclusion
The Results confirmed the main hypothesis of the research which indicated class environmental perception directly and by sense of belonging mediation to school is effective on self regulated learning. In explanation of this result we can say that most of the students and teachers' time is spending o learning activities. So student's perception of learning activities can effect on their motivation level and educational involvement. When learning activities are perceived interesting, useful and valuable by the students, they will show more interest in doing classroom activities and will enjoy from learning activities and also feel pleased of being active in classroom. In this situation students show more tendency in learning subjects and they will involve their self in learning activities and use more self regulating strategies, that's why they gain high level of academic achievement. These results confirmed studies results (Pintrich & De groot, 1990; Ames, 1992; Pintrich, 1999; Church et al, 2001; Ross et al, 2003; Sungur & Gungoren , 2009; Jentry et al, 2002; Kareshki, 2008; Wigfield & Eccles, 2002).
But you should notice that, these perceptions have interaction on each other for example: perception of joyfulness and interest are created when students believe that they can choose learning activities and they can take part in decisions making in the classroom. Moreover, when students perceive themselves selector and Autonomous as they can choose their learning activities in a certain pattern based on their ability, manner, interest and tendency, they think that they are capable and valuable person in their teacher's view. They feel they belong to classroom and school and they will take part in educational experiences with more responsibilities and commitments and will control their learning process. This result is consistent with the previous studies such as Sunger & Gangron (2009). Motivational components in self regulated learning pattern Pintrich (2004) that contain internal value of duty, control of learning believes and self efficacy are affected by learner autonomous perception .because autonomous perception causes students to realize their selected duties valuable and useful and important and by choosing challenging duties involve their self in more learning activities. Getting positive feedback will facilitate the sense of competency and the belief of self efficacy in learning. These results confirmed studies results (Pintrich & De groot, 1990; Ames, 1992; Paris & Paris, 2001; Young, 2005; Ross et al, 2002; Sungur & Gungoren , 2009; Larocque, 2008).
In the study of gender differences in observed variable, the result shown there is no meaningful difference between male and female students perception of classroom environment. In other word boys and girls have same
perception of interest, challenging, joyfulness, selectivity of class environment? Also the result of the research showed that girls and boys are different in sense of belonging to school that contains membership (boys upper than girls)and acceptance (girls upper than boys) but in the respect component no difference is seen. Maybe girl's higher score of acceptance is related to their commitment to the rules and norms of school. Also the finding indicated that boys use more self regulated strategy than girls.
Totally it can be concluded that learners are not mechanical machines that just be receptive to environmental stimulus but they are active creatures that give meaning to realities based on their experiences. Therefore, Learners can actively set goals by improving their perception of their self and their environment .they can have some measure to control, monitoring and self assessment in the way of achieving to their targets , by doing this job they can increase their effort and try to manage the available facilities and in the way that can be lead to self regulated in learning . but it should be noted that self regulation in learning is the result of an interaction between thoughts and beliefs of the students ( individual's beliefs , cognitive, affection, emotional and motivational processes) and the environmental events that happens where they lives (family, school and peers environment)and it doesn't just affected by their mental process.
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