The Relationship of Classroom Management Styles with Achievement Motivation and Self-Directed Learning among Graduate Students of University of Sistan and Baluchestan, Iran

Achievement motivation and self-directed 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 self-directed learning in graduate students of the University of Sistan and Baluchistan, Iran.
This descriptive-correlation study was conducted through regression analysis. From among all graduate students of the University of Sistan and Baluchestan, 323 students were selected and studied in October 2015. The study tools consisted of Martin and Baldwin’s Class Management Styles Questionnaire (1998), Fisher’s Self-directed Learning Readiness Scale (SDLRS) (2001), and Hermans’ Achievement Motivation Scale (1977). To analyze the data, Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software.
Mean score of the non-interventionist, interactionist, interventionist, achievement motivation, and self-directed learning styles were 2.73 ± 0.517, 2.77 ± 0.527, 2.86 ± 0.435, 2.74 ± 0.406, and 3.28 ± 0.311, respectively. The correlation coefficients of the non-interventionist style with achievement motivation and self-directed learning were, respectively, 0.077 and 0.035 (P > 0.05). The correlation coefficients of the interactionist style with achievement motivation and self-directed learning were, respectively, 0.644 and 0.591 (P Achievement motivation and self-directed learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style.