جستجوی مقالات مرتبط با کلیدواژه "سبک مدیریت کلاس" در نشریات گروه "روانشناسی"

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.

This study aimed to determine the structural equation modeling of the relationship between teachers' classroom management styles with the social skill dimensions and academic performance of elementary school students in Kermanshah.

The research method was descriptive-correlational. According to the Cochran formula, 394 students and 197 teachers were selected as samples. We used researchermade Classroom Management Styles (Shiravand, 2016), Social Skills (2004), and Pham and Taylor's Academic Performance Of Students (1998). The correlation between variables was performed to analyze the data using SPSS24, AMOS23 software.

The results showed that there was a positive correlation between the teachers' management styles and social skills (r = 0.37) and the positive correlation between social skills and students' academic performance (r = 0.55) and a positive correlation between teachers' Students' education (r = 0.45) at the level (p = 0.001) was statistically significant.

According to the obtained results, the teachers' classroom management styles have been influential on the students' academic performance, social skills, and the students' academic performance. The teachers' classroom management styles were also influential on the students' academic performance by emphasizing social skills, conversational skills, group activities, familiarity skills, self-regulation, crisis management, and conflict. An interactive and participatory management style has the most significant impact on social skills. The professional-oriented style has had the most significant impact on performance

The purpose of this study was to investigate the relationship between self-efficacy members of universities and higher education institutions with their classroom management style.
The study objective in terms of applied research and based on the nature and method is a correlation. Statistical research, professors and faculty members of the armed forces was one of the centers of higher education. It randomly sampling method and sample size was 100 people.
The results of this study indicated a significant correlation between self-efficacy and classroom management style, there are also factors such as the Individual competencies, social competencies and teaching competencies with classroom management style have a direct and significant correlation, however, between Research competencies no significant relationship with classroom management style.
With regard to the relationship between self-efficacy and classroom management style should be effective for the classroom in universities and higher education institutions to improve the efficacy of faculty planning was necessary.

This study investigated the relationship between classroom management style of teachers and mathematics motivation and achievement in fifth grade elementary students. For this purpose, all teachers of fifth grade elementary (51 teachers) and 621 fifth grade elementary students randomly selected in Islamabad-e-Gharb city. The teachers were filled out the Attitude and Beliefs on Classroom Management Control Inventory and the students filled out the Mathematic Motivation Subscale of Elementary School Motivation Scale. Student's math scores in the first term were used to assess the mathematical achievement. Method of the research was correlation. Results indicated that there is meaningful correlation between interactionist classroom management style of teachers and mathematic motivation (r=0.322) and between interactionist (r=0.106) and interventionist (r=0.103) classroom management styles of teachers with mathematic achievement. According to the results was regression, the strongest variable for predicting the mathematic motivation is interactionist classroom management style of teachers and the strongest variables for predicting the mathematic achievement of students are interactionist and interventionist classroom management styles of teachers (p<0.05). Attention to interactionist classroom management style can play an important role in improving the mathematic motivation and achievement in fifth grade elementary students.

The purpose of this research was to investigate the relationship between self-regulated learning and goal-orientation with classroom management style in Preservice Teachers. A sample of 200 boys and 100 girls were randomly selected. The Self-Regulation of Learning Questionnaire (SRLQ), Goal Orientation Questionnaire (GOQ), Classroom Management Style Questionnaire (CMSQ) was used. Findings demonstrated that self-regulated learning has a positive and significant relationship with, learning orientation and democratic management style has a negative and significant relationship with performance goal orientation and custodial management style. Learning goal orientation has a positive and significant relationship with democratic management style and has a negative and significant relationship with custodial management style. Performance management style has a positive and meaningful relationship with custodial management style and has a negative and significant relationship with democratic management style. In addition, self-regulated learning has a significant direct effect on democratic and custodial management style. self-regulated learning via learning and performance goal orientation has a significant indirect effect on democratic and custodial management style. These results can be useful teacher training center and preservice teachers.