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

The aim of this study was to investigate the effect of interactive classroom management style on students' academic self-concept and academic adjustment.

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 19th district of Tehran in the academic year of 1397-98 in 2019. The sample size was 71 people and sampling was done by purposeful and available method. Data were collected using the Yi- Hsin Chen (2004) Academic Self-Concept (2004) and Clark (1957) 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 0.74.

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 120.30, which was statistically at the level of 0.05 (0.05 ≥ 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 17.96, which is statistically significant at the level of 0.05 (0.05 ≥ P).

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.