The Role of Metacognitive Orientation of Classroom Environment in Depression

The aim of this study was to investigate the predictive role of classroom environment perceptions in depression of high school students. For this purpose, a sample of 385 high school students (164 male, 221 female) were selected through random cluster sampling from Shiraz high schools, Iran. They completed Metacognitive Orientation of Classroom Learrning Environment scale and Children Depression Scale. To examine reliability of measures, Cronbach alpha coefficient and to determine validity, factor analysis method was used. Results showed that there was a significant negative relationship between all dimensions of Metacognitive Orientation of Classroom Learrning Environment and children's depression, but Multiple regression analysis indicated that only “within-class discourse”, “metacognitive demands”, “distributed control” & “emotional support”(4 dimension of metacognitive Orientation of Classroom Learrning Environment) can negatively predict students’ depression. In addition, independent t-test showed the significant differences between females and males in research variables. In sum, the results showed that classroom environment perceptions affect students’ depression in school.