The Explanation of Structural Model of Academic Achievement based on Perception of Classroom Structure and Use of Motivational Strategies in Middle Schools of Tehran

The purpose of the present research was to test a comprehensive and Pervasive model to predict the amount of mathematics achievement in students. The achievement goals and Self- efficacy, as mediators, relations between perceptions of classroom structures and mathematics achievement. The population studied in this research was the students in the third grade of the intermediate school of Tehran sample size 360 (180 girls, 180 boys) have been choose among them with the aid of a random multistage cluster sampling by answering to a series of questionnaires. The instruments used in this study were: *scale of perceptions of classroom structure (Blackburn, 1998) containing motivation tasks, mastery evaluation, autonomy support, *scale of achievement goals (Midgley, C. & Middleton, M., 1997) Containing mastery goals, performance goals tendency and avoidance goals, * scale of mathematical self- efficacy (Midgley, C. & Middleton, M., 1997). The mentioned questionnaires reliability verified with Cronbach's coefficient alpha. Result of structural equating modeling reveals that, suggested modeling was acceptable and fit index (GFI= 0.97, RMR=0.04, χ2=67/85 and RSMEA=0.04). Also all the suggested modeling route coefficients were significant (P<0.01). Thus mathematic achievement well predicted and Explained via perceptions of classroom structures by students and achievement goals and self- efficacy. About Gender differences study, result of one-way analysis variance test showed that, there wasn’t major difference between girls and boys in performance goals, mastery evaluation and autonomy support (P>0.05). But boys prove their Excellence in self- efficacy, motivation Tasks, mastery goals and mathematics achievement than girls (P<0.01).