Introduction: According to the country's development in the way students role-playing, As well as the role of socio-cognitive characteristics in the process of teaching and learning, the purpose of the present study reviews the relationship between perceived social intelligence by graduate students of the class structure, with the role of the mediator to self-efficacy beliefs.
Methods: The method of present study is descriptive – solidarity and specifically based on structural equation modeling. The research population includes all dormitory students of Tehran University in graduate school. Research tool is social intelligence, self-efficacy and perception beliefs formed the class structure questionnaires.
Results: The findings of the study indicate significant positive relationship with self-efficacy beliefs and social intelligence (r = 0.43) and the perception of the structure of the classroom (r = 0.58), as well as the perception of self-efficacy beliefs and classroom structure (r = 0.37), (P < 0.01). The results of the direct path of standardized coefficients indicated that social intelligence and self-efficacy beliefs of 0.84, 0.52 changes the perception of the classroom structure defining the beliefs of self-efficacy and perceived changes of 0.29 Classroom explaining the structure of the students.
Conclusions: Since the results are meaningful relationships and the role of defining perception changes of the class structure by social intelligence and self-efficacy beliefs, holding workshops and courses on self-efficacy beliefs of students and social intelligence to boost their perception of the classroom structure and progress educational system, teaching- learning offer.