Investigation the Role of Teaching Styles and Student-Teacher Interaction in Dropped Out Students' Academic Achievement Motivation

Considering the high importance of studentchr('39')s academic achievement motivation, this study was conducted to investigate the role of teaching styles and student-teacher interaction in dropped out studentschr('39') academic achievement motivation.

This is a descriptive correlational study. The statistical population included all students of Shahid Beheshti University referring to the university counseling center due to drop out during 2018-2019. Out of 786 dropped out students referring to the counseling center, 260 students were randomly selected according to the Morganchr('39')s Table, and Hernández-López et al. (2016) Teacher-Student Interaction Scale, Grasha-Reichmann (2000) Teaching Styles Inventory and Harter (1981) Academic Motivation Scale were distributed among them and collected observing ethical principles. Pearson correlation and multiple regression methods were used to analyze the data.

The results of this study indicated that there was a significant positive relationship between total score of achievement motivation and teacher-student interaction, specialized teaching style and interactive teaching style. There was also a significant positive relationship between internal achievement motivation and teacher-student interaction, between interactive teaching style and facilitator teaching style, and between external achievement motivation and teacher-student interaction, specialized teaching style, formal authority teaching style, interactive teaching style and facilitator teaching style. Also, specialized, interactive, and formal authority teaching styles, personal model and student-teacher interaction were able to predict the achievement motivation in students. In addition, interactive and facilitator teaching styles predicted the internal achievement motivation and interactive and facilitator teaching styles, and student-teacher interaction predicted the external achievement motivation.

According to the results, the teachers can help learners by creating dynamic and challenging learning opportunities to gain experience and learn regarding their interests and abilities. Thus, the ground for the emergence of the achievement motivation is provided in them.