Investigating the Mediating Role of Responsibility in the Relationship between Family Communication Patterns and Perceptions of the Classroom with Students' Academic Achievement

Document Type : Original Article

Authors

1 M. A. Student of Educational Psychology, Yasouj University, Yasouj, Iran

2 Assistant professor of of Psychology, Faculty of Humanities, Yasouj University, Yasouj, Iran

3 Associate professor of of Psychology, Faculty of Humanities, Yasouj University, Yasouj, Iran

Abstract

Introduction: Students' academic achievement and the study of affecting factors, it is an important issue that has been a major part of educational science research. The main purpose of this study was to investigate the mediating role of responsibility in the relationship between family communication patterns and perception of the classroom environment with academic achievement of junior high school students.
Method: The statistical population included all male and female students of the third grade of the first high school of Dehdasht city in the academic year 1995-96. To achieve the pupurpose of this research, a group of 266 people was selected by stratified sampling method from the statistical population and responded to the Fitz Patrick and Ritchie (2002) family communication pattern questionnaire, Fraser and McRoby perception of the classroom questionnaire (1996) and the Kurdlo responsibility measurement questionnaire (2010). The grade point average was used to measure academic achievement. In order to analyze the data, Structural Equations Analysis (AMOS) was used, and Cronbach’s alpha was used to determine the reliability of the tools.
Results: Findings after analyzing the results showed that family communication patterns have a direct and significant effect on children's academic achievement. Family communication patterns also have an indirect effect on academic achievement through responsibility. Perception of the classroom environment has a direct and significant effect on students' progress. Perception of the classroom environment also has an indirect effect on academic achievement through responsibility. Responsibility also has a direct and significant effect on students' academic achievement. In general, the results showed that direct and indirect paths (through responsibility) of family communication patterns and perception of the classroom environment were significant on academic performance.
Conclusion: Responsibility has a mediating role in the relationship between family communication patterns, perception of the classroom environment and students' academic achievement.

Keywords

References

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