University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 4 2020 02 20 On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students 112 130 868 10.22098/jsp.2020.868 FA S Zeqeibi Ghannad PhD of Educational Psychology, Shahid Chamran University of Ahvaz. S Baranian MA of Educational Psychology, Shahid Chamran University of Ahvaz S Alipour Associate Professor, Department of Educational Psychology, Shahid Chamran University of Ahvaz Journal Article 2020 02 10 Rapidly progressive nature of today's world requires upbringing students who prepare themselves to face the new challenges. The purpose of the present study was to investigate the relationship between perceptions of classroom quality (appeal, challenge, choice, self-efficacy and meaningfulness) and cognitive flexibility with academic challenge and academic performance among Ize city high school students. To this end, 400 high school students of Ize city were selected by multistage random sampling and then, they completed Perceptions of Classroom Quality Scale, Cognitive Flexibility Scale and challenge subscales of Academic Hardiness Questionnaire. After data collection, path analysis was used to analyze the data. Based on the results, cognitive flexibility, appeal and self-efficacy had a significant relationship with academic challenge and appeal, self-efficacy, meaningfulness had a significant relationship with academic performance. Also, appeal and self-efficacy were significantly related to academic performance with the mediating role of academic challenge. These findings point to the importance of cognitive flexibility and students’ perceptions of the classroom quality, especially self-efficacy appeal in explaining academic challenge and academic performance in educational settings. Rapidly progressive nature of today's world requires upbringing students who prepare themselves to face the new challenges. The purpose of the present study was to investigate the relationship between perceptions of classroom quality (appeal, challenge, choice, self-efficacy and meaningfulness) and cognitive flexibility with academic challenge and academic performance among Ize city high school students. To this end, 400 high school students of Ize city were selected by multistage random sampling and then, they completed Perceptions of Classroom Quality Scale, Cognitive Flexibility Scale and challenge subscales of Academic Hardiness Questionnaire. After data collection, path analysis was used to analyze the data. Based on the results, cognitive flexibility, appeal and self-efficacy had a significant relationship with academic challenge and appeal, self-efficacy, meaningfulness had a significant relationship with academic performance. Also, appeal and self-efficacy were significantly related to academic performance with the mediating role of academic challenge. These findings point to the importance of cognitive flexibility and students’ perceptions of the classroom quality, especially self-efficacy appeal in explaining academic challenge and academic performance in educational settings. https://jsp.uma.ac.ir/article_868_3f54d6e7778c982ef8937d0f53315922.pdf