رابطۀ کیفیت تجارب یادگیری و محیط یادگیری سازنده‌گرا با پیشرفت تحصیلی در درس تربیت اسلامی با میانجی‌گری خودکارآمدی تحصیلی دانش‌آموزان متوسطه دوم در شهر کرکوک

داوود  سلمان حمود حمود; یوسف ادیب; فیروز  محمودی; شهرام  واحدی

Authors

Dawood Salman Hamood Hamood PhD Student, Department of Curriculum Planning, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Author https://orcid.org/0009-0006-3847-799X
Yousef Adib Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran Corresponding author https://orcid.org/0000-0002-3212-2542
Firooz Mahmoudi Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran Author https://orcid.org/0000-0002-6026-736X
Shahram Vahedi Professor, Department of Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran Author https://orcid.org/0000-0001-6573-2294

Keywords:

Quality of Learning Experiences, Constructivist Learning Environment, Academic Achievement, Islamic Education, Academic Self-Efficacy

Abstract

This study aimed to examine the relationships of learning experience quality and constructivist learning environment with academic achievement in Islamic Education through the mediating role of academic self-efficacy among upper secondary school students in Kirkuk. This cross-sectional correlational study was conducted among male and female students in Grades 10, 11, and 12 in Kirkuk, Iraq, during the 2024–2025 academic year. Cluster sampling was used, and data from 375 students were included in the final analysis. Data were collected using the Newman and Newman Learning Experience Quality Scale, the Constructivist Learning Environment Survey, the Jinks–Morgan Academic Self-Efficacy Scale, and students’ official first-semester Islamic Education grades as the indicator of academic achievement. Preliminary analyses were conducted in SPSS version 27, and the hypothesized model was tested using partial least squares structural equation modeling in SmartPLS version 4. Direct and indirect effects were assessed using bootstrapping with 5,000 resamples. Constructivist learning environment had a significant positive direct effect on academic achievement (β = 0.20, t = 4.17, p < 0.001), and learning experience quality also significantly predicted achievement (β = 0.18, t = 3.67, p < 0.001). Constructivist learning environment (β = 0.28, t = 5.31, p < 0.001) and learning experience quality (β = 0.19, t = 3.45, p < 0.001) significantly predicted academic self-efficacy. Academic self-efficacy showed the strongest direct effect on achievement (β = 0.35, t = 8.50, p < 0.001). The indirect effect of constructivist learning environment on achievement through self-efficacy was significant (β = 0.10, t = 4.31, p < 0.001), as was the indirect effect of learning experience quality (β = 0.07, t = 3.23, p = 0.001). Learning experience quality and constructivist learning environment were associated with academic achievement both directly and indirectly through academic self-efficacy. Accordingly, creating supportive, meaningful, participatory learning environments while strengthening students’ academic self-efficacy may improve achievement in Islamic Education.

Downloads

Download data is not yet available.

References

Afari, E., & Eksail, F. A. A. (2022). Relationship between learning environment and academic achievement: Mediating role of academic self-efficacy. In M. S. Khine & T. Nielsen (Eds.), Academic self-efficacy in education (pp. 179-190). Springer. https://doi.org/10.1007/978-981-16-8240-7_11

Affuso, G., Zannone, A., Esposito, C., De Angelis, G., Dragone, M., Pannone, M., & Bacchini, D. (2025). The reciprocal effects of learning motivation, perceived academic self-efficacy and academic performance in adolescence. European Journal of Psychology of Education, 40(1), 6.

Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929

Alqahtani, T. M., Yusop, F. D., & Halili, S. H. (2023). Content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of the flipped classroom in higher education. Humanities and Social Sciences Communications, 10, 268. https://doi.org/10.1057/s41599-023-01754-3

Amani, A., & Alimoradi, S. (2025). Presenting a Model Based on the Relationship of Academic Self-Efficacy with Academic Engagement and Academic Procrastination with the Mediating Role of Academic Burnout. Cognitive Strategies in Learning, 13(24), 175-191.

Basileo, L. D., Otto, B., Lyons, M., Vannini, N., & Toth, M. D. (2024). The role of self-efficacy, motivation, and perceived support of students’ basic psychological needs in academic achievement. Frontiers in Education, 9, 1385442. https://doi.org/10.3389/feduc.2024.1385442

Chen, X., Wu, M., Dong, G., Cui, L., Qu, B., & Zhu, Y. (2025). Social Support and Academic Procrastination in Health Professions Students: The Serial Mediating Effect of Intrinsic Learning Motivation and Academic Self-Efficacy. Advances in Health Sciences Education, 30(4), 1143-1160. https://doi.org/10.1007/s10459-024-10394-4

Christ, A. A., Capon-Sieber, V., Grob, U., & Praetorius, A. K. (2022). Learning processes and their mediating role between teaching quality and student achievement: A systematic review. Studies in Educational Evaluation, 75, 101209. https://doi.org/10.1016/j.stueduc.2022.101209

Costa, A., Moreira, D., Casanova, J., Azevedo, Â., Gonçalves, A., Oliveira, Í., Azevedo, R., & Dias, P. C. (2024). Determinants of academic achievement from the middle to secondary school education: A systematic review. Social Psychology of Education, 27, 3533-3572. https://doi.org/10.1007/s11218-024-09941-z

Demir, M., & Kaya, M. (2022). Analysis of constructivist learning model’s effects on student outcomes: A second order meta-analysis. Journal of Theoretical Educational Science, 15(4), 938-957. https://doi.org/10.30831/akukeg.1122136

Do, H. N., Do, B. N., & Nguyen, M. H. (2023). How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach. Heliyon, 9(12), e22862. https://doi.org/10.1016/j.heliyon.2023.e22862

Gantasala, V. P., Gantasala, S. B., Al Tawil, T. N., & Prasad, P. (2022). Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context. Journal of Applied Research in Higher Education, 14(1), 507-520. https://doi.org/10.1108/JARHE-12-2020-0440

Guo, W., Wang, J., Li, N., & Wang, L. (2025). The Impact of Teacher Emotional Support on Learning Engagement Among College Students Mediated by Academic Self-Efficacy and Academic Resilience. Scientific reports, 15(1), 3670. https://doi.org/10.1038/s41598-025-88187-x

Huang, L., & Wang, D. (2023). Teacher support, academic self-efficacy, student engagement, and academic achievement in emergency online learning. Behavioral Sciences, 13(9), 704. https://doi.org/10.3390/bs13090704

Jarrar, M., Bakr, R., Al-Bsheish, M., Albaker, W., Alumran, A., & Alomran, A. K. (2022). Students’ perception of quality of learning experience (structure, process and outcome): Discipline versus problem-based medical curriculum and the mediation role of process quality. Healthcare, 10(8), 1584. https://doi.org/10.3390/healthcare10081584

Li, C., Garza, T., Zhang, S., & Jiang, Y. (2023). Constructivist learning environment and strategic learning in engineering education. Learning Environments Research, 26, 743-759. https://doi.org/10.1007/s10984-022-09450-w

Marhadi, M., Husain, H., & Anwar, M. (2025). The Impact of Learning Motivation and Self-Efficacy on Students' Academic Achievement. Formosa Journal of Applied Sciences, 4(4), 1113-1126. https://doi.org/10.55927/fjas.v4i4.105

Qi, C. (2025). The impact of adolescent innovation on academic resilience, distance learning self-efficacy, and academic performance. Scientific reports, 15(1), 12396. https://doi.org/10.1038/s41598-025-91542-7

Toprak, E., & Yavuz, E. (2026). Academic Motivation, Fear of Negative Evaluation, Self-Efficacy, and Self-Regulated Learning: Role of Affective Mechanisms in the Learning Process. BMC psychology, 14, 671. https://doi.org/10.1186/s40359-026-04602-6

Wang, Y., Liu, S., Pu, L., Mao, X., & Shen, S. (2024). College students’ learning experience and engagement in the smart classroom: The mediating role of self-efficacy in the background of COVID-19. Sage Open, 14(4). https://doi.org/10.1177/21582440241285082

Xie, R., Kang, N., & Hu, Z. (2025). The Impact of Career Education Participation on Academic Self-Efficacy: The Sequential Mediating Role of Career Adaptability and Learning Engagement. Behavioral Sciences, 15(2), 174. https://doi.org/10.3390/bs15020174

Xu, B. (2024). Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement. Scientific reports, 14, 24705. https://doi.org/10.1038/s41598-024-75768-5

Zhang, X., & Qian, W. (2024). The Effect of Social Support on Academic Performance Among Adolescents: The Chain Mediating Roles of Self-Efficacy and Learning Engagement. PLoS One, 19(12), e0311597. https://doi.org/10.1371/journal.pone.0311597

Zulkifli, N., Ramdzan, Z., Wan Abdullah, W. A. A., Hamzah, M. I., Abdul Razak, K., & Zulkifli, H. (2022). Moral values application in Islamic education teaching and learning through the 21CE activities. Proceedings, 82(1), 22. https://doi.org/10.3390/proceedings2022082022