The Study of the Effect of Teaching Styles (Interventional, Interactional, Non-Interventional) on Self - Efficacy: regarding the female students of second grade of high school

This study aimed to investigate the effect of different educational styles (including interventional, interactional, non-interventional) on self –efficacy of female students of second-grade of high school in Physic 2 course. The research method was of quasi-experimental type (using pre-test and post-test with control group design). With the total number of 420, the statistical population was consisted of all female students in second-grade of high school. The statistical sample being selected by means of cluster random sampling included 60 students. The applied instrument was the standard questionnaire of self-efficacy measurement of Sherer and colleagues (1986). In previous researches, the validity of this questionnaire had been reported to be at an acceptable level. Its reliability, also, had been confirmed by Cronbach's alpha (0/78). Descriptive statistic indices and one-way ANOVA and LSD post hoc tests were used so as to analyze the data. The findings showed that there was a significant difference between student's self-efficacy in experimental and control groups F ((3 and 56) =5/441 and P=0/002); in that, the student's self-efficacy increased through interactional and interventional styles. Moreover, different educational styles had different effects on self-efficacy parameters including the purpose concentration, purpose reflection, intrinsic motivation, problem solving ability, and student's self-assessment.