shima vafa; nasrin bagheri; mina mojtabaei; Khadijeh Abolmaali Alhosseini
Abstract
The aim of this study is to present a structural sample to forecast school anxiety according to a perception of the classroom environment with the mediation of coping styles in students. The research method is descriptive- correlational. The statistical society under study consists of all female students ...
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The aim of this study is to present a structural sample to forecast school anxiety according to a perception of the classroom environment with the mediation of coping styles in students. The research method is descriptive- correlational. The statistical society under study consists of all female students in second grade of high school at public schools in Tehran who were educating in 1395-96 educational year. Multistage Cluster Sampling method has been used in this study. This sample includes 480 female students in second grade of high school in Tehran. These students answered the Perception of Classroom Environment made by Fraser, Fisher and McRobie’s questionnaire (1996), Coping Styles of Andler and Parker (1990) questionnaire, school anxiety questionnaire by Abolma’ali & et al (1994). To analyze data and answer the study questions, structural equations modeling method was used which was studied to examine the casual relationship among latent variables. The results revealed that all of the seven components of perception of class environment (correlation, teacher support, class involvement, research, task orientation, cooperation, equanimity) with all of the four components of school anxiety (exam stress, fearing self-assertion and physiological reaction) were negatively correlated in 0.01 level. Also, a problem-focused style, negatively, and avoidance coping style and emotional coping style, positively, correlated with all of the four components of school anxiety at 0.01 level. Likewise, the results indicate that perception of classroom environment forecasts academic anxiety in female students with the mediation of coping styles.
