Eisa Asgari; Naser Nastiezaie; Abdolvahab Poorgaz
Volume 13, Issue 3 , September 2016, , Pages 268-280
Abstract
Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students ...
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Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students of the University of Sistan and Baluchistan Iran Methods: This descriptivecorrelation study was conducted through regression analysis From among all graduate students of the University of Sistan and Baluchestan 323 students were selected and studied in October 2015 The study tools consisted of Martin and Baldwins Class Management Styles Questionnaire (1998) Fishers Selfdirected Learning Readiness Scale (SDLRS) (2001) and Hermans Achievement Motivation Scale (1977) To analyze the data Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software Results: Mean score of the noninterventionist interactionist interventionist achievement motivation and selfdirected learning styles were 273 ± 0517 277 ± 0527 286 ± 0435 274 ± 0406 and 328 ± 0311 respectively The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were respectively 0077 and 0035 (P > 005) The correlation coefficients of the interactionist style with achievement motivation and selfdirected learning were respectively 0644 and 0591 (P < 001) The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were 0436 and 0408 (P < 001) respectively According to the results of regression analysis interactionist and interventionist styles explained 564% of the variance in achievement motivation and 48% of the variance in selfdirected learning (P < 001) Conclusion: Achievement motivation and selfdirected learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style
Mohammad Amini; Hamid Rahimi; Zahra Gholamian
Volume 12, Issue 1 , May 2015, , Pages 38-48
Abstract
Background & Objective: Classroom management is a key variable in creating a desirable environment for students training and learning Today equipping professors with managerial skills in planning for professional education especially medical education is necessary Thus the aim of this research ...
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Background & Objective: Classroom management is a key variable in creating a desirable environment for students training and learning Today equipping professors with managerial skills in planning for professional education especially medical education is necessary Thus the aim of this research was to investigate classroom management styles of faculty members in Kashan University of Medical Sciences Iran Methods: This was a descriptive survey The statistical population consisted of all faculty members of Kashan University of Medical Sciences (n = 182) Through stratified random sampling method 114 individuals were selected We used a standard questionnaire to assess classroom management styles The questionnaire consisted of 25 4point items and 3 styles of education management (questions 1 to 13) people management (questions 14 to 21) and behavior management (questions 22 to 25) based on 3 approaches (interventional interactive noninterventional) The validity of the questionnaire was confirmed using content validity The reliability of the questionnaire was also confirmed using Cronbachs alpha coefficient ( ;alpha = 082) Data analysis was performed using descriptive statistics (frequency percentage and mean and standard deviation) and analytical statistics (ANOVA and Students independent t tests) Results: The mean of each classroom management style was higher than the estimated average (25) The highest average was that of education management style (275) Based on the obtained means classroom management (6828) was an interventional approach Conclusion: Findings showed that university faculty members respectively have the highest regard for education management and people management and the least regard for behavior management
