The Relationship of Classroom Management Styles with Achievement Motivation and SelfDirected Learning among Graduate Students of University of Sistan and Baluchestan 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 ۳۲۳ students were selected and studied in October ۲۰۱۵ The study tools consisted of Martin and Baldwins Class Management Styles Questionnaire (۱۹۹۸) Fishers Selfdirected Learning Readiness Scale (SDLRS) (۲۰۰۱) and Hermans Achievement Motivation Scale (۱۹۷۷) 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 ۲۷۳ ± ۰۵۱۷ ۲۷۷ ± ۰۵۲۷ ۲۸۶ ± ۰۴۳۵ ۲۷۴ ± ۰۴۰۶ and ۳۲۸ ± ۰۳۱۱ respectively The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were respectively ۰۰۷۷ and ۰۰۳۵ (P > ۰۰۵) The correlation coefficients of the interactionist style with achievement motivation and selfdirected learning were respectively ۰۶۴۴ and ۰۵۹۱ (P < ۰۰۱) The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were ۰۴۳۶ and ۰۴۰۸ (P < ۰۰۱) respectively According to the results of regression analysis interactionist and interventionist styles explained ۵۶۴% of the variance in achievement motivation and ۴۸% of the variance in selfdirected learning (P < ۰۰۱) 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

Keywords:

Classroom management styles , Achievement motivation , Self , directed learning