Developing a Causal Model of Virtual Purposeful Classroom Management with students' scientific identity, Academic Buoyancy, Flourishing and Academic ethics

Given the growing growth of virtual education and especially in the context of the spread of the coronavirus pandemic, the essential role of classroom management in improving the quality of education should be considered and The aim of this study was to develop a causal relationship model of purposeful classroom management in virtual education with students' psychological status and academic outcomes.

The research method was applied in terms of purpose and descriptive-correlational in nature. The statistical population of the study included students of different educational levels in public and Payame Noor universities in Tehran. The sample was selected based on Morgan table for unlimited communities and based on the number of dimensions of the studied variables equal to 384 people. Sampling method was available electronically due to coronavirus limitations. Data were analyzed using SPSS24 and LISREL8.8 software. Research tools included purposeful classroom management questionnaire in virtual education, Aschbacher et al.'s academic identity, Dehghanizadeh and Hosseinchari Academic buoyancy, Diener flourishing and Golparvar academic ethics questionnaire.

Findings showed that purposeful management of virtual classroom has a positive causal relationship with academic identity, academic buoyancy, flourishing and academic ethics.

As a result, the institutionalization of purposeful classroom management among Professors can be a practical tool in improving the quality of education in cyberspace and lead to the formation of positive academic, emotional and social consequences.