Strides in Development of Medical Education

Document Type : Original Article


1 MSc Student, Department of Education, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran

2 Assistant Professor, Department of Planning and Educational Administration, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran

3 Associate Professor, Department of Education, School of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran


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


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