خلاصة:
Classroom management and students' learning motivation Farzaneh Sayahpour PhD in Chemical Engineering, Tarbiat Modares University Classroom management is one of the main pillars of the teaching and learning process. Creating a creative, safe, and lively environment plays a key role in enhancing motivation and the desire to learn in students. There are various styles for classroom management, each having its own advantages and disadvantages. Choosing an appropriate style, consistent with the characteristics of the students and class conditions, can significantly affect their motivation and ultimately their academic progress. Learning motivation is one of the key factors in students' academic success. Students who possess high motivation engage in learning with more enthusiasm and desire and, ultimately, achieve higher levels of academic progress. On the other hand, students who have low motivation gradually become discouraged with lessons and school and may be at risk of academic decline and dropping out. Given the vital role of motivation in learning, choosing an appropriate classroom management style that can enhance students' motivation is of great importance. This issue makes the necessity of conducting research in the field of investigating the relationship between classroom management styles and learning motivation even more apparent. This article examines the relationship between classroom management styles and students' learning motivation. In this research, using research methods and reviewing scientific texts, it has been addressed how different classroom management styles can affect students' learning motivation. The findings of this research show that there is a significant relationship between classroom management styles and students' learning motivation. Generally, management styles that emphasize active student participation, respect for their opinions, and creating a creative and lively environment significantly increase students' learning motivation compared to traditional and dictatorial management styles. While providing guidelines for choosing an appropriate classroom management style, this article emphasizes the necessity for teachers and educational managers to pay attention to this important issue.
ملخص الجهاز:
By choosing different classroom management styles, teachers can employ various ways of interacting with students and, consequently, create different effects on their learning motivation (Sharifi, .
Classroom management styles help teachers interact with their students in the best possible way and ensure harmony and cooperation in the class through correct recognition and appropriate modeling for positive student behaviors.
Therefore, schools are social institutions of planning 145 Investigating the relationship between classroom management styles and students' learning motivation Vol 1, No 9, Winter 2024 are institutions that act as tools of society for teaching and learning.
A deeper understanding of the role of classroom management in creating a positive and motivating learning environment for students can help teachers identify the best methods for educating students and strengthening their motivation.
It is necessary to mention this point 147 Investigating the relationship between classroom management styles and students' learning motivation Vol 1, No 9, Winter 2024 that teachers cannot control students, but they can create classroom environments that encourage positive decision-making and social behaviors.
(Nwankwo, 2014) had a broader concept of classroom management as the methods, techniques, actions, or programs that teachers bring into the classroom to ensure a positive learning environment and the best student behavior.
The definition of classroom management provided by (Nwankwo, 2014) shows that teachers must use different techniques, methods, or styles for classroom management to ensure a positive learning environment and induce appropriate behavior from students.
F. , 159 Investigating the relationship between classroom management styles and students' learning motivation Vol 1, No 9, Winter 2024 __ Thoresen, S.
(
, 
, 
)
