Investigating the Effect of Classroom Management Styles on Self-Regulated Learning Strategies at Mashhad University of Medical Sciences
Keywords:
Self-regulated learning, students, University of Medical Sciences, quantitative approachAbstract
The aim of this study was to examine the effect of classroom management styles on self-regulated learning strategies among students at Mashhad University of Medical Sciences. This study employed a quantitative approach with a descriptive-survey design. The statistical population consisted of 4,046 students at Mashhad University of Medical Sciences, from which a sample of 352 participants was selected using convenience sampling. Data were collected using a researcher-developed classroom management styles questionnaire and standardized self-regulated learning questionnaires. Validity was assessed through confirmatory factor analysis and face validity, while reliability was confirmed using Cronbach’s alpha and composite reliability indices. Data analysis was conducted using descriptive statistics and structural equation modeling (SEM) with Smart-PLS software. The results of structural model analysis indicated that classroom management styles had a significant and positive effect on self-regulated learning strategies. Learner-centered management style demonstrated the strongest impact on cognitive, metacognitive, and motivational dimensions, while teacher-centered style showed a weaker but still significant effect. The model exhibited satisfactory reliability and validity indices, and the overall goodness-of-fit (GOF=0.78) indicated a strong model fit. Additionally, CV values confirmed the model’s strong predictive power across all constructs. The findings suggest that adopting interactive and learner-centered classroom management styles can effectively enhance students’ self-regulated learning strategies and improve the overall quality of learning in higher education environments.
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Copyright (c) 2025 Behnaz Abdollahzadeh, Negin jabbari, Masoumeh Bagherpor (Author)
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