Examining classroom management style and academic achievement motivation Elementary school students (second period) of Sabzevar city

This research was conducted with the aim of investigating the relationship between the classroom management style of the professors and the motivation of the students in the second year of elementary school. Descriptive-survey research method and statistical population of educational science students, a statistical sample of 326 people was used by cluster sampling method. Data collection tools were Wolfang\'s (1970) class management style questionnaire and Hermans\' (1977) academic motivation, respectively. It was done with reliability of 0.73 and 0.88. The findings showed that there is a positive and significant relationship between free-flowing and consultative classroom management styles with academic motivation, there is a negative and significant relationship between authoritarian style and motivation, and there was no relationship between indifferent style and academic motivation. In line with the findings of the research, discussions and suggestions were presented.