Models explaining the causal impact of Master interactions in the classroom, achievement motivation and self-regulation on academic performance

The present study examines the impact of Master classroom interactions and student academic performance characteristics of were evaluated.
The present study In terms of purpose, Applied- Quantitative and In terms of data collection, descriptive and Correlation type and In particular based on path analysis was. Azerbaijani madani shahid students have formed the study sample. That uses stratified random sampling were selected. The subjects were 275 male and female students constitute present Study. Data from the questionnaires Zeilabi Effective Teaching (2013), and self-regulation Bofard and Hermen Achievement Motivation questionnaires were collected.
The results indicated a significant positive relationship between effective teaching, self-regulation and achievement motivation and academic performance. the most correlation depends on the relationship between achievement motivation and effective teaching and the least correlation depends on the relationship between academic performance and self-regulation. The general parameters of the research model test indicates the total fitness of the developed model to investigate the relationship between teacher’s action in the classroom and student's characteristics (features) on academic performance. Effective teaching variables (interactions teacher) and achievement motivation respectively in the 18/0 and 16/0% of the variance in academic performance are explained.
It seems that with better management classroom and masters using effective teaching methods And reinforcement achievement motivation and training strategies for teaching self-regulation can increase the success rate of students.