Investigating the Association of Mental-Social Climate and Social Anxiety With Students’ Self-Efficiency

BACKGROUND: The tendency and motivation to progress and achieve the ideal position have always encouraged people towards acquiring the required education. OBJECTIVES: The present research aimed to investigate the association of mental-social climate and social anxiety with self-efficiency and also predict the academic self-efficiency of first grade high school students based on social anxiety and the mental-social climate of the classroom. MATERIALS AND METHODS: A total of 350 subjects (172 girls and 178 boys) have been chosen by a random clustering sampling form the first grade high school students of Qaemshahr, Iran. The academic self-efficiency questionnaire, the social anxiety scale for teenagers and the classroom mental climate scale were used to collect the required data. For data analysis, the statistical method of correlation analysis, independent t test, and multivariate regression have been used. RESULTS: The research findings showed that there was a significant negative relationship between mental-social climate of the classroom and students’ self-efficiency. In addition, social anxiety has been a significant negative relationship with self-efficiency. Furthermore, a significant positive relationship exists between mental-social climate and social anxiety. CONCLUSIONS: In order to develop students’ self-efficacy, there should be appropriate psychosocial climate. Therefore, teachers and administrators of education must provide all necessary arrangements to improve psychosocial climate classes.