Abstract: The aim of the present study is to investigate the relationship of social constructivist learning environment and creative educational atmosphere with academic self-efficacy of higher education students. The research method of the study is correlational. The population of the study includes all MA/MSc students of Lorestan University as 1643 individuals among which 310 participants were selected via Krejcie and Morgans table using the stratified random sampling proportionate to the size sampling method. To collect data, the creative educational atmosphere inventory developed by Mohebbi, the social constructivism learning environment Inventory developed by Haghaighi and Kareshki and the self-efficacy beliefs Inventory of Zakova were used. To analyze data, Pearson correlation coefficient and regression analysis were used. The results obtained from the correlation coefficient indicated that there is a significant correlation of social constructivist learning environment its subscales with academic self-efficacy. The results also showed that there is a significant correlation of creative educational atmosphere its subscales with academic self-efficacy. The results of the present study confirm the role of social constructivist learning environment and creative educational atmosphere on academic self-efficacy of university students.
Ezzatollah Ghadampour, Hassan Ali Vieskarami and Houshang Garavand, 2016. Investigating the Relationship of Social Constructivist Learning Environment and Creative Educational Atmosphere with Academic Self-Efficacy of Higher Education Students. The Social Sciences, 11: 6581-6586.