Baqiyatallah University of Medical Sciences International Journal of Behavioral Sciences 2322-1194 19 3 2025 11 01 Unlocking Classroom Learning: The Mediating Power of Task-Specific Perception and Organizing in Bridging Students and Contextual Dynamics 186 196 238615 10.30491/ijbs.2026.534200.2254 EN Mahdiyeh Dostmohammadi Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran Siavash Talepasand Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran 0000-0002-7534-5711 Isaac Rahimian-Boogar Department pf Psychology, Faculty of Psychology and Education, Semnan University, Semnan, Iran 0000-0003-3029-9050 Journal Article 2025 09 30   <strong>Introduction: </strong>This study investigates how classroom dynamics are shaped by context characteristics (task norms, content difficulty) and student attributes (meta-cognition, self-efficacy) through mediating processes of task-specific perception and organization, based on Eynde and Turner's multidimensional model. The goal is to validate a structural model linking these factors to learning outcomes, offering actionable insights for educators. <strong>Method:</strong> A correlational study of 404 Iranian ninth-graders (180 boys, 224 girls) employed multi-stage random sampling. Participants completed Positive and Negative Affect Schedule, Self-regulation questionnaire, Effort scale, Rating of perceived exertion, Self-efficacy questionnaire, Academic control scale, Self-concept questionnaire, Meta-Emotion and Meta-Cognition questionnaire, a teacher-made mathematics test, The Personal Belief Assessment Questionnaire, Motivated Strategies for Learning Questionnaire, Classroom structure scale, Semnan Value-Expectancy Questionnaire. Structural equation modeling (SEM) analyzed pathways between variables. Mediation analysis using bootstrap methods with 1000 samples and 95% confidence interval revealed significant indirect effects. <strong>Results:</strong> Context characteristics influenced organization through task-specific perception (<span style="font-family: 'Calibri',sans-serif; mso-bidi-font-family: Calibri;">β</span>=0.131, p<.05), explaining 13.1% of the total effect. Student characteristics affected organization via task-specific perception (<span style="font-family: 'Calibri',sans-serif; mso-bidi-font-family: Calibri;">β</span>=0.228, p<.05), accounting for 22.8% of the total effect. Additionally, student characteristics impacted classroom learning through organization (<span style="font-family: 'Calibri',sans-serif; mso-bidi-font-family: Calibri;">β</span>=0.428, p<.05), explaining 42.8% of the total effect. Task-specific perception also influenced classroom learning through organization (<span style="font-family: 'Calibri',sans-serif; mso-bidi-font-family: Calibri;">β</span>=0.182, p<.05), mediating 18.2% of the total effect. The strongest indirect effect is the path of student characteristics on organization and ultimately on classroom learning. <strong>Discussion:</strong> Task-specific perception and organizational strategies critically bridge student-context interactions. Educators should prioritize emotionally supportive environments and meta-cognitive skill development. Future research should explore cross-cultural applications and additional mediators (e.g., teacher rapport) to enhance predictive power.<span style="mso-spacerun: yes;">  </span> https://www.behavsci.ir/article_238615_dc32fabc61cb449f73aaec1c48e19c02.pdf