The relationship between classroom management style and mathematic motivation and achievement in fifth grade elementary students
研究了51名五年级教师和621名学生的数据，发现互动型课堂管理风格与数学动机和成绩正相关，干预型风格也与成绩相关，互动型风格是预测动机和成绩的最强变量。
This study investigated the relationship between classroom management style ofteachers and mathematics motivation and achievement in fifth grade elementarystudents. For this purpose, all teachers of fifth grade elementary (51 teachers) and621 fifth grade elementary students randomly selected in Islamabad-e-Gharb city.The teachers were filled out the Attitude and Beliefs on Classroom ManagementControl Inventory and the students filled out the Mathematic Motivation Subscaleof Elementary School Motivation Scale. Students' math scores in the first termwere used to assess the mathematical achievement. Method of the research wascorrelation. Results indicated that there is meaningful correlation betweeninteractionist classroom management style of teachers and mathematic motivation(r=0.322) and between interactionist (r=0.106) and interventionist (r=0.103)classroom management styles of teachers with mathematic achievement.According to the results was regression, the strongest variable for predicting themathematic motivation is interactionist classroom management style of teachersand the strongest variables for predicting the mathematic achievement of studentsare interactionist and interventionist classroom management styles of teachers(p<0.05). Attention to interactionist classroom management style can play animportant role in improving the mathematic motivation and achievement in fifthgrade elementary students.