Document Type : Original Article
Authors
1 PhD in Educational Management, Research Department of Martyr Foundation and Veteran Affairs of Kerman Province
2 Master of Educational Research, Anar Unit, Department of Psychology and Educational Sciences, Islamic Azad University, Anar, Iran
Abstract
This research was conducted to investigate the role of classroom activities in predicting academic emotions and internal evaluation in elementary school students' science courses. The research was descriptive-correlational. The statistical population of all the elementary school students of the second term of Narmashir city studying in the academic year 2022-2023 was 3625 people, of which 347 people were selected to participate in the research by simple random sampling method based on Cochran's formula. Subjects completed the questionnaire on Pakran's motivational strategies (2005), academic emotions of Pintrich and DeGroot (1990), and perception of the classroom environment by Gentry Gable and Riza (2002). Data were analyzed using the Pearson correlation coefficient, multivariate regression, and focal correlation. The results showed that classroom activities are a negative and significant predictor of internal evaluation. Classroom activities are a positive and important predictor of academic excitement and enjoyment. Also, classroom activities are negative and significant predictors of academic emotions of pride, anxiety, shame, anger, frustration, and fatigue. Classroom activities, challenge, choice, and pleasure are negative and significant predictors of internal evaluation, but the interest component is not a significant predictor of students' internal evaluation. In conclusion from the findings, it should be said that classroom activities are important variables in academic assignments, emphasizing them can lead to progress in students in the age of intelligence.
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