Self-regulated learning, goal orientation with classroom management style in preservice teachers

The purpose of this research was to investigate the relationship between self-regulated learning and goal-orientation with classroom management style in Preservice Teachers. A sample of 200 boys and 100 girls were randomly selected. The Self-Regulation of Learning Questionnaire (SRLQ), Goal Orientation Questionnaire (GOQ), Classroom Management Style Questionnaire (CMSQ) was used. Findings demonstrated that self-regulated learning has a positive and significant relationship with, learning orientation and democratic management style has a negative and significant relationship with performance goal orientation and custodial management style. Learning goal orientation has a positive and significant relationship with democratic management style and has a negative and significant relationship with custodial management style. Performance management style has a positive and meaningful relationship with custodial management style and has a negative and significant relationship with democratic management style. In addition, self-regulated learning has a significant direct effect on democratic and custodial management style. self-regulated learning via learning and performance goal orientation has a significant indirect effect on democratic and custodial management style. These results can be useful teacher training center and preservice teachers.