The Relationship between Classroom Goal Structure with Academic Engagement and Social Adjustment with Emphasis on the Mediating Role of Social Development Goals

Abstract

The purpose of the present study was to determine the objective structure relationship of classroom with academic engagement and social adjustment with an emphasis on the mediating role of social progress goals. The research method is descriptive-correlational. The statistical population of the study included all students in Birjand in the academic year of 1397-98. The sample size according to Morgan table is 318 persons and sampling method of this study is random stratified. Four tools were used for data collection. Classroom Perceived Structure Questionnaire of Midley et al. (1988), Academic Engagement Questionnaire of Rio (2013), Social Adaptation Questionnaire of Sinha & Singh (1993), Social Development Goals Questionnaire of Ryan and Hopkins (2003). For surveying and analyzing data from descriptive statistics and inferential statistics were used and in deductive statistics from structural equation modeling (SEM) with approach of minimum fiddling (PLS) is provided by Smart PLS 3 software. The findings of the study indicate that the objective structure has a significant effect on academic engagement and social adjustment. And also, the objective structure has an indirect effect on academic engagement and social adjustment through social development goals.

Keywords

• classroom objective structure
• academic engagement
• social adjustment
• social development goals