Word Files
Reference for Downloading Educational Files
  2. Educational Sciences
  3. Investigating the relationship between professors' classroom management style and self-regulated learning and academic achievement of students in non-profit higher education institutions in Kerman

Investigating the relationship between professors' classroom management style and self-regulated learning and academic achievement of students in non-profit higher education institutions in Kerman

Number of pages: 156 File Format: word File Code: 29887
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: Class management - Class management style - Education progress - self regulation - Self-regulated learning
  • Part of the Content
  • Contents & Resources

  • Summary of Investigating the relationship between professors' classroom management style and self-regulated learning and academic achievement of students in non-profit higher education institutions in Kerman

    Academic thesis for receiving a master's degree in the field of educational sciences, educational research orientation

    Abstract:

    Given the effect of classroom management in creating a suitable and favorable learning atmosphere on the one hand, and the effect of self-regulated learning on academic life and academic progress and the promotion of education on the other hand, this research aims to investigate the relationship between classroom management style and self-regulated learning and academic progress among students of non-profit higher education institutions in Kerman. In this research, classroom management styles in the form of interventionist, interactionist and non-interventionist styles and self-regulated learning in students have been considered in general. The research method is descriptive and correlational. For this purpose, 324 people were selected by random sampling from among the students of two higher education institutions in Kerman (1900 people). Also, 70 people were selected from among the professors of these two institutions. The data collection tool of this research is a closed-answer questionnaire. In this research, two questionnaires have been used to collect information, one is a classroom management style questionnaire and the other is a self-regulated learning questionnaire. The validity and reliability of the classroom management style questionnaire has been estimated at 70% and 68%, respectively, and the validity and reliability of the self-regulated learning questionnaire has been estimated at 74% and 95%. To analyze the data, Pearson and Spearman correlation methods were used along with the scatter diagram, Kolmograph Smirnov test, T test, Anova and multivariate regression analysis. Based on the results obtained from the data analysis, the research hypothesis that there is a relationship between classroom management style and self-regulated learning and academic progress was confirmed. Also, the results show that the relationship between these variables is inverse, which means that as the scores of classroom management style decrease (i.e., it moves from an interventionist style to an interactive style), the scores of self-regulated learning and academic progress of students increase. In fact, the more interactive the management style is, the more students' self-regulation learning and academic progress will be. Also, according to the information obtained; No significant difference was observed between the classroom management style of male and female professors, as well as self-regulated learning and academic progress among male and female students.

    Key words: classroom management style, self-regulated learning, academic progress

    Introduction

    Since learners are at the center of the teaching-learning process, the set of variables related to the learner are among the most important variables (Miller [1] and Miller 2013). ) and because the process of learning and teaching takes place through interaction in the classroom, the factors affecting it should be examined scientifically.

    One of the effective factors is equipping teachers with efficient management skills. Comprehensive class management increases students' engagement in curriculum activities and prevents time wastage to solve behavioral problems (Aali, Amin Yazdi, 2017). On the other hand, self-regulated learning3 has valuable consequences in the process of learning-education and even success in life, and is one of the concepts raised in contemporary education and training, therefore, the use of self-regulated learning strategies is considered one of the determining factors in academic success, and by examining it, students' academic performance can be predicted.

    Choosing the correct classroom management method and organizing it is one of the signs of a teacher's success. The choice of any management method depends on the teaching style and the goals of the teacher. By using the appropriate classroom management method, teachers can play an important role in developing students' social skills, creativity and abilities and observe fewer disciplinary problems in their classrooms (Jamshidi Khosraqi, 2011).

    How the classroom is managed and the teacher's teaching method is an important source for judging his professional abilities and values ??(Imer4 and Staug5, 2001). The purpose of classroom management is to have a positive and productive environment. Having order in the classroom is not the goal in itself. Another important goal in classroom management is for students to learn how to manage their behavior. The transformation of the student's behavior from forcing them to follow the teacher's orders to achieving self-discipline and controlling their behavior is a basic learning in classroom management. Helping the formation of self-management and self-control in students is one of the important educational tasks of a teacher.. It is by acquiring such skills that the student will achieve academic success, establish correct relationships with others, and order his life (Lotfabadi, 2014).

    One of the concepts raised in contemporary educational and cognitive psychology is self-regulated learning. Self-regulation plays an important role in the processes and consequences of learning and education (Kharazi and Karsheki, 2018). Lemus [2] (2000) also believes that self-regulation strategies are strategies that students use to regulate their knowledge and also management strategies that they use to control their learning. Self-regulation means the capacity of a person to adjust behavior according to the conditions and changes of the external and internal environment. He explains that self-regulation includes a person's ability to organize and self-manage their behaviors to achieve various learning goals. In self-regulated learning, the student has skills to design, control and direct his learning, and while having the desire to learn, he is able to evaluate the entire learning process (Zimmerman [3] and Martinez-Pons [4], 1988-1986; Nota [5] et al., 2004).

    The theory of self-regulated learning is one of the theories that researchers and educational psychologists study in its form. The use of self-regulation learning strategies is considered as one of the determining factors in academic success, and by examining it, students' academic performance can be predicted. Predicting academic performance is one of the key topics of interest to educational researchers (Farnham[6], Chamorro-Primuzik[7] and McDougall[8], 2003; Bossato[9] et al., 2000).

    In this research, an attempt is made to measure the relationship between classroom management style and self-regulated learning on the academic progress of students in higher education institutions in Kerman. It is hoped that this research can play an effective role in improving the educational and learning situation of students and ultimately their academic progress.

    1-2. Statement of the problem

    One of the factors that today's teachers, administrators, and education policy makers pay attention to as an important and fundamental issue is classroom management, which is known as the most complex issue in improving the quality of education. Management means directing the activities of people towards certain goals, in other words, management refers to an activity that is carried out by one or more people to manage and direct the activities of one or more people in order to meet one or more specific and predetermined goals. The practice of management requires the manager's skill in three aspects: human, technical and perceptive. None of these skills can be acquired through personal experiences, and even if it is, it will require a lot of insight and a long period of time. In addition, no one can have the above skills by birth, as a result, in addition to management itself as a scientific field, the practice of management also requires skills that must be acquired scientifically. But at the same time, individual experience can help it and the use of artistic means - like performing any other act artistically, not just management - can add to its elegance and accuracy and increase its effect (Seyd Abbaszadeh, 2016). In general, classroom management consists of leading students through the design and organization of resources, activities and the classroom environment, monitoring the progress of affairs and predicting potential issues in order to increase the effectiveness and efficiency of classroom performance (Rangber, 2013).

    In many classes, teachers try to give instructions to students as a way of managing the class and expect students to follow those demands and expectations. In some classes, we also see that the teacher acts as a guide and facilitator of learning. Also, in some classes, we see the shared efforts and collective cooperation of the teacher and the students. Research shows that in the first type of classes (teacher-directed classes), students learn the knowledge found in books, but in the second type of classes (i.e., classes based on mutual relationships and collective respect), students are able to create knowledge in their minds (Ivertson [10] and Randolph [11], 1995).

  • Contents & References of Investigating the relationship between professors' classroom management style and self-regulated learning and academic achievement of students in non-profit higher education institutions in Kerman

    List:

    Table of Contents

    Title

    The first chapter of research overview. 1

    1-1. Introduction. 2

    1-2. State the problem. 4

    1-3. Research objectives. 9

    1-3-1. General objectives. 9

    1-3-2. Minor goals. 9

    1-4. The importance and necessity of research. 9

    1-5. Research questions or hypotheses. 10

    1-5-1. The main hypothesis. 10

    1-5-2. Sub-hypotheses. 11

    1-6. Defining concepts raised in research questions or hypotheses. 11

    The second chapter of theoretical foundations and research background. 14

    Introduction. 15

    2-1. Theoretical foundations. 15

    2-1-1. Definition of management. 15

    2-1-2. Class management. 17

    2-1-2-1. Management styles. 27

    2-1-2-2.  interventionist management style 28

    2-1-2-3. Non-interventionist management style 30

    2-1-2-4. Interactive management style 31

    2-1-3. Self-regulated learning. 34

    2-1-4. Academic progress. 45

    2-1-4-1. The importance of academic progress. 48

    2-1-4-2. The importance of predicting educational progress in practical terms. 48

    2-1-4-3. The importance of predicting educational progress in terms of the efficiency of the educational system. 49

    2-2. Empirical foundations. 49

    2-2-1. Research conducted within the country. 49

    2-2-2. Research conducted abroad. 56

    2-3. General summary of theories and research. 73

    The third chapter of the research method. 77

    Introduction. 78

    3-1. Type of research. 78

    3-2. The investigated variables. 78

    3-3. Statistical population. 78

    3-4. Sample size and sampling method. 79

    3-5. Research tools. 79

    3-6. Validity and reliability of measurement tools. 80

    3-6-1. narrative 80

    3-6-2. Reliability 81

    3-7. Methods of collecting information. 81

    3-8. Statistical methods of data analysis 81

    The fourth chapter of research findings. 82

    Introduction. 83

    4-1: Description of demographic indicators (checking general characteristics): 83

    4-1-1: Subjects' gender status: 83

            4-1-2: Education level status: 84

    4-2: Status of research variables. 85

    4-2-1: The type of classroom management of the professors: 85

    4-2-2: The grades of the professors' classroom management: 86

    4-3: Checking the research hypotheses: 87

    4-3-1: There is a relationship between the style of classroom management and students' self-regulated learning. 89

    4-3-2: Between the style of classroom management and the academic progress of students. There is a relationship. 90

    4-3-3: There is a relationship between self-regulated learning and students' academic progress. 92

    4-3-4: There is a relationship between interactive classroom management style and students' self-regulated learning. 93

    4-3-5: There is a relationship between interactive classroom management style and students' academic progress. 95

    4-3-6: There is a difference between male and female professors' class management. 96

    4-3-7: There is a difference between the classroom management of professors in different categories of educational level. 98

    4-3-8: There is a difference between self-regulated learning of male and female students. 99

    4-3-9: There is a difference between the academic progress of male and female students. 101

    4-3-10: Teachers' classroom management and self-regulated learning can predict students' academic progress. 102

    The fifth chapter, discussion and conclusion. 107

    5-1 Introduction. 108

    5-2 Explaining the results. 108

    5-2-1 First hypothesis) Class management style is related to self-regulated learning. 108

    5-2-2 The second hypothesis) classroom management style is related to academic achievement. 109

    5-2-3 The third hypothesis) self-regulated learning is related to academic progress. 110

    5-2-4 Hypothesis 4) There is a relationship between interactive style and self-regulated learning. 111

    3-5 practical suggestions. 115

    4-5 research proposals. 116

    5-5 research limitations. 117

    Resources. 118

    Appendices 141

    Source:

    Persian sources

    Aria Pouran, Saeed; Azizi, Faramarz; Dinarund, Hassan (2012). The relationship between teachers' classroom management style and the motivation and mathematical progress of fifth grade students, School Psychology Journal, Volume 2, Number 1, pp. 23-41.

    Ebrahimi Qawamabadi, Soghari (2017). Checking the effectiveness of three methodsInvestigating the effectiveness of three methods of teaching learning strategies (two-way teaching, direct explanation, and cycle of thoughts) on understanding, problem solving, metacognitive knowledge, academic self-concept, and learning speed in female second-grade middle school students in Tehran, PhD dissertation, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. Ahmadi, Gholam Ali; Abdul Maliki, Shobo (2011). Investigating the effect of managers' management style on the level of parents' participation in girls' middle schools in Sanandaj. Quarterly Journal of Educational Leadership and Management of Islamic Azad University, Garmsar branch, 6th year, number 4, pp. 9-25.

    Ashari, Narges; Shafiabadi, Abdullah; Soudani, Mansour (2009). Investigating the effectiveness of teaching learning strategies on academic performance and self-regulated learning of pre-university female students in Ahvaz, new findings in psychology, volume 2, number 3, pp. 7-21.

    Amirkabiri, Alireza (2016). Approaches to organization and management and organizational behavior. Tehran: Negah Danesh Publishing.

    Amin Yazdi, Seyed Amir; Excellent, Amina (2007). Investigating the effect of classroom management styles on the development of students' metacognitive skills, Educational and Psychology Studies, Volume 9, Number 1, pp. 73-90.

    Amini, Shahriar (2007). Investigating the role of self-efficacy, self-regulation and self-esteem in the academic progress of third-year high school students, field of experimental sciences, Shahrekord city. Master's thesis, Tarbiat Moalem University.

    Bad Parva, Sara (2012). Investigating the relationship between managers' skills and their time management among middle and high school managers in Baft city. Master's thesis in the field of educational sciences, educational management, Shahid Bahonar University, Kerman.

    Bakhshaish, Alireza (2012). The relationship between classroom management styles and personality traits of primary school teachers in Yazd city. New Approach Scientific Research Quarterly in Educational Management, fourth year, number 2, pp. 185-198.

    Bakhshaish, A, R; Azarniad, A. (2011). The relationship between teachers' leadership style and their job satisfaction and mental health, New Methods in Educational Management Quarterly, third year, number 9, pp. 63-82. Behari, Manouchehr. (1379). Classroom Management, Journal of Management in Education, No. 2, 40-37. Bahrami, Marzieh; Karsheki, Hossein (2018). Investigation and comparison of emotional intelligence and self-regulation of master's students in humanities and engineering, the first national conference on findings of cognitive science in education, Ferdowsi University of Mashhad, pp. 151-140.

    Pasha Sharifi, Hassan; Najafi Zand, Jafar (1384). Statistical methods in behavioral sciences. Tehran: Sokhn, 13th edition.

    Tajuddin, Zia (1382). Classroom Management, Educational Technology Publication, Education Organization, No. 5. Tajari, Azam; Karsheki, Hossein; Abdakhodaei, Mohammad Saeed (2010). Goal orientation and self-regulation of Mashhad students: the role of task nature and gender, Research and Planning Quarterly in Higher Education, No. 62, pp. 123-105. Gandami, Zainab (2018). The relationship between achievement motivation and academic achievement in students, Education Strategies Quarterly, Volume 4, Number 1, pp. 15-19.

    Tavaklizadeh, Jahanshir; Ebrahimi Qavam, Soghari; Farrokhi, Nur Ali; Golzari, Mahmoud (2018). Investigating the effectiveness of teaching self-regulated learning strategies on the mental health of male students in the second year of middle school in Mashhad. Journal of Principles of Mental Health, year 13, number 3, pp. 259-250. Jafarbatabaei, Samaneh Sadat; Bani Jamali, Shokoh Sadat; Ahadi, Hassan; Khamsan, Ahmed (1391). The effect of teaching self-regulated learning strategies on the academic progress and anxiety of psychology students of the Islamic Azad University of Birjand, modern care, scientific quarterly of the Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, 9 (4), pp. 292-300. Jafari Thani, Hossein; Gravand, Houshang; Hosseini, Ali Akbar; Soltani Ahmad Chali, Yaser. (2011).    The role of self-regulated learning strategies and life satisfaction in academic achievement. The first national conference of educational psychology. - Jamshidi Khosraghi, Farideh. (2011). Classroom management, Tebayan site

    - Javadi Bora, Mohammad Ali; Naztabar, Hossein (1389). Designing and explaining the model of using information and communication technology among the students of teacher training center in Qaimshahr city. 10th Annual Conference of the Association for Curriculum Studies. Tarbiat University of Shahid Rajaei. Tehran. Hafizi, Fariba; Iftikhar, Zahra; Seyyed Nejad, Marzieh (2019). Comparison of motivational beliefs, self-regulated learning strategies and personality traits of gifted and normal high school students in Ahvaz, New Findings in Psychology, pp. 127-140.

Investigating the relationship between professors' classroom management style and self-regulated learning and academic achievement of students in non-profit higher education institutions in Kerman
How To Access The File
Related Contents:
Number of pages: 114 Category: Psychology

The thesis for receiving a master's degree in the field of educational psychology ""M.A"" Abstract of the present research was carried out with the aim of ""investigating the relationship between cognitive styles and self-regulated learning with superior hand in students"". The sample consisted of 90 students who were selected through random cluster sampling from the female ...

Number of pages: 156 Category: Psychology

Master's thesis (educational psychology major) The effect of teacher's feedback (written and verbal) in formative evaluations on self-efficacy and the level of use of self-regulation learning strategies of male and female third year middle school students Abstract: The purpose of this research is to investigate the effect of teacher feedback (written and verbal) in formative ...

Number of pages: 93 Category: Management

Abstract: The purpose of this research was to investigate how the management and leadership methods of the teacher are effective in the classroom. The research hypothesis in this research is related to teaching methods, which are 3 initial hypotheses related to traditional teaching methods and 2 final hypotheses related to modern teaching methods, and their relationship with ...

Number of pages: 184 Category: Management

Dissertation for receiving the master's degree (M.A.) orientation ""transformation"" Fall 1993 Thesis abstract (including summary, objectives, implementation methods and results obtained): The purpose of the current research is to investigate the relationship between

Number of pages: 102 Category: Psychology

The thesis was completed in the field of Master of Science (M.A.) specialization: educational psychology. The abstract of this thesis is the study of the relationship between achievement motivation, documentary styles and academic self-efficacy with the academic motivation of male and female students of Haji Abad city. The research hypotheses are: Main hypothesis: there is a ...

Number of pages: 127 Category: Psychology

Dissertation for Master's Degree in Counseling and Guidance Abstract: The purpose of this research was to investigate the relationship between self-efficacy, academic procrastination and test anxiety with academic progress in male students. A descriptive-correlational research design was used. The statistical sample is 258 male students in the first grade of secondary school in ...

Number of pages: 90 Category: Psychology

Master's Thesis in Educational Psychology (M.A.) Abstract: The present study aims to determine the relationship between cognitive styles (refusive or accepting-modernist or exploratory) with delayed satisfaction and academic procrastination of secondary school male students in 1992-1993 and its predictor variable is cognitive styles and its criterion variable is delayed ...

Number of pages: 93 Category: Psychology

Dissertation for master's degree in psychology, clinical orientation, Farsi abstract. Objective: This research was conducted with the aim of the relationship between parents' parenting style and emotional intelligence and aggression in adolescent girls. Method: The research method is correlational, and its statistical population was 582 female secondary school students in ...

Number of pages: 75 Category: Physical Education - Sports

Dissertation for receiving a master's degree in physical education, orientation: sports management. Abstract Today, outstanding organizational performance is not achieved through the efforts of ordinary employees, but one of the reasons that make large organizations successful is the presence of employees who strive beyond their official duties. The purpose of this research was ...

Number of pages: 134 Category: Management

Dissertation for Master's Degree (MA) Field: Educational Management Orientation: Educational Management Abstract: Purpose: The general purpose of this research is to investigate the role of addiction to information technology on self-regulation and development strategies.