M.A. Thesis:

The relationship between students' perception of the classroom structure and academic meaning with the mediation of sense of belonging to the ninth grade school in the academic year 1401-1400

The purpose of this research is to investigate the relationship between the perception of the classroom structure and the meaning of education through the mediation of the feeling of belonging to the school in the ninth grade students of the academic year of 2001-2001. The current research is a descriptive research of the correlation type. Because structural equation modeling is based on correlation coefficient and there is no experimental application in it. The statistical population included all ninth grade students of Sabzevar schools. The sample of this research was selected as a multi-stage cluster. The number of these students was 720, of which 250 were selected according to Morgan's table. The data collection tools were Blackburn's (1998) classroom structure perception questionnaire, Berry et al.'s (2004) sense of school belonging questionnaire, and academic meaning questionnaire. In this research, data were analyzed using 24 Spss and 24 Amos software. Descriptive and inferential statistics were used to analyze the data. Descriptive statistics were used to examine the mean and standard deviation of research variables, and inferential statistics were used to analyze research hypotheses, which include Pearson's correlation coefficient and structural equation modeling. The results showed that there is a positive and meaningful relationship between the students' perception of the classroom structure and the sense of belonging to the school with the meaning of education. In other words, high levels of students' perception of the classroom structure and sense of belonging to the school corresponded to high levels of academic meaning.

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