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The purpose of this study was to examine middle school students‟ perception about effective factors on shaping and non-shaping of students‟ learning. The methodology of this study was a quantitative research. The instrument used in this research was Bru et al. (2002) questionnaire in nine components: six dimensions of helpful factors on shaping of learning: teachers‟ emotional support; teachers‟ academic support; teachers‟ monitoring; parental monitoring; parental care; student influence; and three dimensions of effective barriers on shaping of learning: off-task orientation; opposition toward teachers; and bullying of other students. Findings showed that the students marked relatively high scores on effective factors on the shaping of students‟ learning. However, regarding students‟ perception, students influence and parental monitoring had more effects on shaping of learning. The measures of median and rank order also showed that these factors had outrank in comparison with the other components. The barriers of shaping of students‟ learning, respondents marked high score to bullying of other students and opposition toward teachers and over the average to off-task orientation. The results also indicated that there was relatively high positive correlation between effective factors on shaping and non-shaping students‟ learning.