Abstract:

The aim of this study was to examine the opportunities and threats that shape student learning in middle schools. A quantitative method was used in this study 380 subjects were selected, from middle school students in the sixth grade (12-year-olds) and eighth grade (14-year-olds). Samples selection was determined by stratified random sampling, proportionate to the size. Data was collected by questionnaire using measures for student attention during instruction as cited in Bru et al. (2002). Results showed that students gave relatively high scores to factors effective on shaping student learning. However, student influence and parental monitoring had more effect on shaping learning. In terms of factors that threaten shaping of student learning, respondents gave high scores to student and opposition to teachers and off-task orientation was given a score above the average. In order to compare beliefs between male and female students regarding opportunities for shaping student learning, findings showed significant difference between the two groups for the factor of teachers’ emotional support (average scores showed boys marked higher than girls) and in parental care (average scores showed that girls marked higher than boys). Regarding factors that threaten shaping student learning, opposition to teachers (average scores showed that girls marked higher than boys) and for the factor opposition to teachers (average scores showed that boys marked higher than girls).

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