The mediating role of cognitive flexibility in the relationship between existential anxiety and distress tolerance with corona disease anxiety among air defense soldiers

This research was conducted with the aim of determining the effectiveness of the classroom management training package, based on the selection theory, on the academic engagement of the first secondary level students in the academic year of 2020-2021.

The research was semi-experimental with a pre-test-post-test and follow-up design with experimental and control groups. The statistical population of the research was all the students of the first secondary level in the academic year of 2020-2021, and two classes were selected in the accessible way after matching and were randomly replaced in the experimental and control groups. The classroom management guidance package, which was validated in another study, was taught to the teachers of the experimental group and the control group did not receive any training. Rio's academic engagement questionnaire (2013) was used to measure students' academic engagement in pre-test, post-test and follow-up. To analyze the data with the help of SPSS software version 18, the statistical methods of univariate analysis of covariance, paired t test and covariance analysis with repeated measurements were used.

ANOVA results with repeated measurements for the variable of students' academic involvement showed a significant difference between the pre-test and post-test and no significant difference between the post-test and the follow-up of the experimental group (P<0.01), which indicates the effect of the intervention variable on the students' involvement in the post-test and the stability of the results. It was in the follow-up test. There was no significant difference between the pre-test and the post-test of the control group.

The instructional package of classroom management style based on choice theory has an effect on students' academic engagement.