ادراک کلاس و حس متعلق به مدرسه و یادگیری خود تنظیم شده: یک الگوی علت و معلولی

Questionnaires validity and reliability were verified. Result of Pearson correlation showed that mutual correlation between components of class environmental perceptions (interest, challenge, choice and enjoy), sense of school belonging (belong, accept and respect) and self-regulated learning (learning believe control, self-efficacy, meta-cognitive self- regulating and helpless) were significant (p< 0.01). Results of structural equating modeling (SEM) showed that purposed model was acceptable and fit index was not significant (GFI= 0.95 and RSMEA= 0.07). Also all paths or structural coefficients of purposed model were significant (p< 0.01). Therefore self-regulated learning of students was predicted by class environmental perceptions and sense of school belonging. Also In investigated gender difference with ANOVA method showed that, there is no significant difference between girls and boys of class perceived (P>0.05). But the two genders were different of acceptance and belonging scales (P<0.001). Boys scored higher on belonging, but lower on acceptance scale. Also boys outperformed girls in all self-regulation learning components (P< 0.001).