University of Mohaghegh Ardabili Journal of School Psychology 22520821 4 1 2015 05 22 The relationship between classroom environment, achievement goals and reflective thinking with students' mathematics performance The relationship between classroom environment, achievement goals and reflective thinking with students' mathematics performance 52 69 285 FA F Toisercani Ravari M. A of Educational of psychology, Kharazmi University M Arabzadeh PhD in Educational Psychology, Kharazmi University P Kadivar PhD in Educational Psychology, Kharazmi University Journal Article 2015 06 14 The aim of this study was investigation of the relationship between classroom environment, achievement goals and reflective thinking with academic performance. The data were obtained from 500 high school’s girls who were studding Mathematics and Science sampled through multistage cluster sampling. Goal Achievement Scale (Midgl eta), Reflective Thinking Inventory (Kember) and what is happening in This Classroom Questionnaire (Fraser, Fisher & Mc Robbie,) have been administrated. Student’s academic performance was also assessed through mathematic scores. The data was analyzed by the correlation coefficient of Pearson and Stepwise regression analysis. The correlation matrix between variable showed that the relationship of classroom environment, achievement goals and reflective thinking with students' mathematics performance was positive and significant and the relationship between performance-approach goals and performance-avoidance goals with mathematics performance was negative and significant. Variables of involvement, understanding, reflective thinking, mastery goals and Task orientation had relationship with mathematics and interaction between these variables explained 63 percent of variance. But performance-approach goals, performance-avoidance goals, students' cohesiveness, reflection and habitual action couldn’t predict mathematic performance. Involvement, understanding, reflective thinking, mastery goals and task orientation could predict student performance which among them involvement had the most predictive power. Therefore educational environment must be in such a way to maximize student involvement. The aim of this study was investigation of the relationship between classroom environment, achievement goals and reflective thinking with academic performance. The data were obtained from 500 high school’s girls who were studding Mathematics and Science sampled through multistage cluster sampling. Goal Achievement Scale (Midgl eta), Reflective Thinking Inventory (Kember) and what is happening in This Classroom Questionnaire (Fraser, Fisher & Mc Robbie,) have been administrated. Student’s academic performance was also assessed through mathematic scores. The data was analyzed by the correlation coefficient of Pearson and Stepwise regression analysis. The correlation matrix between variable showed that the relationship of classroom environment, achievement goals and reflective thinking with students' mathematics performance was positive and significant and the relationship between performance-approach goals and performance-avoidance goals with mathematics performance was negative and significant. Variables of involvement, understanding, reflective thinking, mastery goals and Task orientation had relationship with mathematics and interaction between these variables explained 63 percent of variance. But performance-approach goals, performance-avoidance goals, students' cohesiveness, reflection and habitual action couldn’t predict mathematic performance. Involvement, understanding, reflective thinking, mastery goals and task orientation could predict student performance which among them involvement had the most predictive power. Therefore educational environment must be in such a way to maximize student involvement. https://jsp.uma.ac.ir/article_285_2dddacd5b368f922af32199c6e56c651.pdf