Abstract

Classroom structure includes organizing and designing the class. Based on the theory of achievement, the context and structure of the educational environment affect student’s performance, motivation, and emotion. The present study was conducted to find out whether the perception of classroom structure can predict mental health of the students? The design of this research was correlation. Participant includes 287 pupils (140 girls and 147 boys) at Shirazhigh school students, Iran, selected by multistage cluster random sampling method. In this study, the depression, anxiety and stress scale (DASS 21) and perceived classroom structure questionnaire were used. The results of the research were analysed by SPSS_16 and it was shown that, all three dimensions of DASS_21 had a negative correlation with task and authority, while there was a positive correlation with harsh evaluation and DASS_21 subscales. In addition, the component of task predicted stress and total score of DASS, negatively. Harsh evaluation predicted depression, anxiety, stress and total score of DASS, positively. The results of this research consistent with literature showed a significant relationship between perception of classroom structure and mental health of the high school students.

Key words: Classroom structure, mental health, students.