The effect of interactive classroom management style on academic self-concept and student academic adjustment

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REZAEI SADEGH; ABDOLRAHIMI MOHAMMAD

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Journal Paper

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Journal: JOURNAL OF TRAINING IN POLICE SCIENCES Year:2021 | Volume:9 | Issue:32 Page(s): 71-96

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Information Journal Paper

Title

The effect of interactive classroom management style on academic self-concept and student academic adjustment

Author(s)

REZAEI SADEGH | ABDOLRAHIMI MOHAMMAD | Issue Writer Certificate

Keywords

student

academic self-concept

academic adjustment

interactive classroom management

Abstract

Background and Aim: The aim of this study was to investigate the effect of interactive classroom management style on students' academic self-concept and academic adjustment. Method: This research was performed in terms of quasi-experimental research using pre-test-post-test design of experimental and control groups. The statistical population of the study included all female students in the sixth grade of elementary school in the 61th district of Tehran in the academic year of 6211-19 in 3161. The sample size was 16 people and sampling was done by purposeful and available method. Data were collected using the Yi-Hsin Chen (3112) academic self-concept (3112) and Clark (6191) academic adjustment Questionnaire. Descriptive and inferential statistical methods including multivariate and univariate analysis of covariance were used to analyze the data. The validity of the questionnaire in the present study was confirmed by expert professors and the reliability of the questionnaire was calculated based on Cronbach's alpha coefficient of 1712. Results: The results showed that after implementing the interactive management style, the value of F statistic to examine the difference in academic self-concept between the experimental and control groups was 631721, which was statistically at the level of 1719 (1719 ≥ P) is significant. In addition, the experimental group had a statistical value of F to examine the difference in academic adjustment between the experimental and control groups, equal to 61711, which is statistically significant at the level of 1719 (1719 ≥ P). Conclusion: Considering that the components of academic self-concept after the implementation of interactive management style in the experimental group were significantly higher than the control group, so it can be said that the implementation of this style can increase students' academic adjustment and academic self-concept., be effective and it is worthwhile to provide scientific and practical mechanisms for its implementation in the country's schools.

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APA: Copy

REZAEI, SADEGH, & ABDOLRAHIMI, MOHAMMAD. (2021). The effect of interactive classroom management style on academic self-concept and student academic adjustment. JOURNAL OF TRAINING IN POLICE SCIENCES, 9(32 ), 71-96. SID. https://sid.ir/paper/958890/en

Vancouver: Copy

REZAEI SADEGH, ABDOLRAHIMI MOHAMMAD. The effect of interactive classroom management style on academic self-concept and student academic adjustment. JOURNAL OF TRAINING IN POLICE SCIENCES[Internet]. 2021;9(32 ):71-96. Available from: https://sid.ir/paper/958890/en

IEEE: Copy

SADEGH REZAEI, and MOHAMMAD ABDOLRAHIMI, “The effect of interactive classroom management style on academic self-concept and student academic adjustment,” JOURNAL OF TRAINING IN POLICE SCIENCES, vol. 9, no. 32 , pp. 71–96, 2021, [Online]. Available: https://sid.ir/paper/958890/en

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