Payame Noor UniversityResearch in School and Virtual Learning3060-64971420140421Role of Mathematics Self-efficacy, Mathematics Self-concept and Perceived Classroom Environment in Students’ Mathematics Achievement with Controlling the Gender RoleRole of Mathematics Self-efficacy, Mathematics Self-concept and Perceived Classroom Environment in Students’ Mathematics Achievement with Controlling the Gender Role18281185FASheidaSharifi SakiMohammad HoseinFallahHoseinZareJournal Article20141125 <br /> <br />The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. <br />The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. <br />The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. <br />Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment. <br /> <br /> <br /> <br />The current study is aimed at conducting Role of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environmental mathematical achievement with controlling the Gender Role. <br />The research method was non-experimen-tal (correlation). For this purpose, 400 students (222 male and 178female) as respondents from 3rd grade of high school by means of cluster sampling technique (educational regions, high schools, classrooms, and student) and they answered the questions derived from WIHIC questionnaire, mathematical self-efficacy inventory, and mathematical Self-concept Description Questionnaire. <br />The results of hierarchical regression showed that with Controlling the Gender Role in the first step and entering variables of mathematical, self- efficacy, and mathematical- self concept and the perceived classroom Environment in the second step, education achievement is predictable; also, in second step with entering mathematics self-efficiency and self-concept variables, perceiving classroom environment became meaningless that showed self-efficiency and self-concept have interface role between classroom environment and education achievement. <br />Since self-efficiency belief effects on selecting challengeable purposes, amount of effort in doing duties, amount of resistance and endeavor in confronting with problems and amount of bearing pressures , mathematic self-concept leads to confidence and motivation in mathematic learning via excitement and behavioral responses about mathematics value and methods of mathematic thinking and therefore mathematics achievement increases. However, self-concept and self-efficiency are influenced about classroom environment. <br /> <br />https://etl.journals.pnu.ac.ir/article_1185_44a6d68b8edd719a9c7c7997e544a4a9.pdf