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Information Journal Paper

Title

The Mediating Role of Teachers' Self-Efficacy in the Relationship Between Classroom Management Styles and Students' Metacognitive Skills

Pages

  105-120

Abstract

 The aim of this study was to determine the relationship between Classroom Management Styles and Students' Metacognitive Skills with the mediating role of teachers' self-efficacy. The research method is quantitative and correlational. The population of this study consisted of all teachers and students of the second year of high school in Fin, Hormozgan, including 59 teachers (25 women and 34 men) and 359 students (123 girls and 236 boys). From among this population, according to Cochran's formula, 51 teachers and 185 students were selected using cluster sampling method. The research instruments of this study were three questionnaires of self-efficacy (Scherer & Adams, 1982), class management styles (Wolfgang & Glickman, 1986), and state metacognition (O'Neill & Abedi, 1996). The data were analyzed using descriptive statistics such as mean and standard deviation and inferential statistical test of Pearson correlation and path analysis using SPSS version 21 and LISREL 8. 8. Based on the results of t-test (22. 03) and path coefficient of 0. 154, there is a significant relationship between class management styles and metacognitive skills with the mediating role of self-efficacy. There is also a positive and significant relationship between Classroom Management Styles and Students' Metacognitive Skills (1. 144). But no significant relationship was found between self-efficacy and the Students' Metacognitive Skills (0. 379).

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    APA: Copy

    Mohamadiahmadabadi, Naser, & Aarabi, Parisa. (2021). The Mediating Role of Teachers' Self-Efficacy in the Relationship Between Classroom Management Styles and Students' Metacognitive Skills. JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT, 5(4 (18) ), 105-120. SID. https://sid.ir/paper/388431/en

    Vancouver: Copy

    Mohamadiahmadabadi Naser, Aarabi Parisa. The Mediating Role of Teachers' Self-Efficacy in the Relationship Between Classroom Management Styles and Students' Metacognitive Skills. JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT[Internet]. 2021;5(4 (18) ):105-120. Available from: https://sid.ir/paper/388431/en

    IEEE: Copy

    Naser Mohamadiahmadabadi, and Parisa Aarabi, “The Mediating Role of Teachers' Self-Efficacy in the Relationship Between Classroom Management Styles and Students' Metacognitive Skills,” JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT, vol. 5, no. 4 (18) , pp. 105–120, 2021, [Online]. Available: https://sid.ir/paper/388431/en

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