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Abdollahpoor, M.A. (2004) The Relationship between Cognitive Style (Depending on Context, Independent of the Field), Learning Strategies (Cognitive and Meta Cognitive) and Students’ Academic Achievement in First Grade Boys. MS Thesis, Teacher Training University, Tehran. (in Persian)

has been cited by the following article:

• TITLE: Explanation of Academic Achievement Based on Personality Characteristics Psycho-Social Climate of the Classroom and Students’ Academic Engagement in Mathematics

  AUTHORS: Khadijeh Abolmaali, Masoumeh Rashedi, Bita Ajilchi

  KEYWORDS: Academic Achievement, Personality Characteristics, Psychosocial Climate of Classroom (PSCC), Student’s Mathematical Academic Engagement

  JOURNAL NAME: Open Journal of Applied Sciences, Vol.4 No.5, April 8, 2014

  ABSTRACT: This research explains academic achievement based on the personality characteristics, the psycho-social climate of the classroom in terms of academic engagement in mathematics. The population was high schoolboys and girls in Damghan city in Iran. Participants were randomly selected using a multi-stage cluster method (513 boys and girls) and they simultaneously completed three questionnaires: academic engagement, the psycho-social climate of the classroom and personality characteristics. Path analysis was used to analyze data. The results showed that the direct effects of personality characteristics and psycho-social climate of the classroom on academic achievement were not significant. The direct effects of openness, conscientiousness and psycho-social climate of classroom on academic engagement were significant. The indirect effects (with mediation of academic engagement) and overall effects of openness, conscientiousness and psycho-social climate of classroom on academic achievement were significant, also the effect of academic engagement on academic achievement was significant.