چکیده:
The present research was conducted with the aim of investigating the effect of classroom emotional security on the academic self-concept and sense of learning efficacy of female middle school students in Garmsar County during the 1403–1404 academic year. This study was designed using a descriptive-correlational method and a quantitative approach, and data were collected through standard questionnaires. The statistical population included all female middle school students in Garmsar County, from which 323 individuals were selected as a sample using stratified random sampling. The main goal of the research was to examine the direct and indirect relationships between classroom emotional security, academic self-concept, and sense of learning efficacy to explain the structural pattern of these variables. Classroom emotional security has a direct and significant effect on students' academic self-concept. In other words, students who experience their classroom environment as safe, supportive, and accepting have more positive beliefs regarding their academic abilities and participate in educational activities with more motivation and self-confidence. This finding shows that creating emotional security in the classroom provides a suitable context for the emergence of students' cognitive abilities and social skills and can help improve their learning quality and academic performance. Academic self-concept plays a significant mediating role in the relationship between classroom emotional security and sense of learning efficacy. In other words, the experience of a safe and supportive classroom environment first affects students' beliefs about their own abilities, and this strengthened academic self-concept increases their sense of learning efficacy. This finding highlights the importance of designing comprehensive educational environments—environments that simultaneously attend to the emotional, cognitive, and motivational aspects of learning and create lasting effects on students' motivation and academic performance by strengthening their positive beliefs about themselves.
خلاصه ماشینی:
The main objective of the research was to examine the direct and indirect relationships between classroom emotional security, academic self-concept, and sense of learning efficacy to explain the structural pattern of these variables.
Accordingly, the present research was conducted with the aim of investigating the structural pattern of the effect of classroom emotional security on academic self-concept and the sense of learning efficacy in lower secondary school students, so that it can take an effective step toward enhancing the quality of educational environments and improving learning outcomes.
Necessity of the Research Research in the field of classroom emotional security, academic self-concept, and the sense of learning efficacy is of special importance, because the educational environment, beyond transferring course content, plays a decisive role in the emotional, social, and cognitive development of students.
The simultaneous investigation of classroom emotional security, academic self-concept, and the sense of learning efficacy provides the possibility of presenting a coherent scientific model that can serve as a foundation for future research and the development of educational theories in various cultural and educational contexts.
The results of the research by Ghasemi and Naderi show that students' academic self-concept plays an important mediating role in the relationship between educational environment characteristics and academic performance.
The findings of this study indicate that the perception of emotional security in the classroom can strengthen the sense of learning efficacy in students through reducing anxiety and increasing self-confidence (Rezvani, Mousavi, 2023).
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