标题：Structural Equation Modeling of the Relationship between Teacher's Classroom Management Styles and the Social Skills Dimensions and Students' Academic Performance
期刊名称：JOURNAL OF CAREER & ORGANIZATIONAL COUNSELING
印刷版ISSN：2008-1626
电子版ISSN：2645-3320
出版年度：2021
卷号：12
期号：45
页码：137-154
出版社：FACULTY OF OF EDUCATION AND PSYCHOLOGY, SHAHID BEHESHTI UNIVERSITY
摘要：This study aimed to determine the structural equation modeling of the relationship between teachers' classroom management styles with the social skill dimensions and academic performance of elementary school students in Kermanshah. Methods: The research method was descriptive-correlational. According to the Cochran formula, 394 students and 197 teachers were selected as samples. We used researchermade Classroom Management Styles (Shiravand, 2016), Social Skills (2004), and Pham and Taylor's Academic Performance Of Students (1998). The correlation between variables was performed to analyze the data using SPSS24, AMOS23 software. Results: The results showed that there was a positive correlation between the teachers' management styles and social skills (r = 0.37) and the positive correlation between social skills and students' academic performance (r = 0.55) and a positive correlation between teachers' Students' education (r = 0.45) at the level (p = 0.001) was statistically significant. Conclusion: According to the obtained results, the teachers' classroom management styles have been influential on the students' academic performance, social skills, and the students' academic performance. The teachers' classroom management styles were also influential on the students' academic performance by emphasizing social skills, conversational skills, group activities, familiarity skills, self-regulation, crisis management, and conflict. An interactive and participatory management style has the most significant impact on social skills. The professional-oriented style has had the most significant impact on performance.
其他摘要：This study aimed to determine the structural equation modeling of the relationship between teachers' classroom management styles with the social skill dimensions and academic performance of elementary school students in Kermanshah. Methods: The research method was descriptive-correlational. According to the Cochran formula, 394 students and 197 teachers were selected as samples. We used researchermade Classroom Management Styles (Shiravand, 2016), Social Skills (2004), and Pham and Taylor's Academic Performance Of Students (1998). The correlation between variables was performed to analyze the data using SPSS24, AMOS23 software. Results: The results showed that there was a positive correlation between the teachers' management styles and social skills (r = 0.37) and the positive correlation between social skills and students' academic performance (r = 0.55) and a positive correlation between teachers' Students' education (r = 0.45) at the level (p = 0.001) was statistically significant. Conclusion: According to the obtained results, the teachers' classroom management styles have been influential on the students' academic performance, social skills, and the students' academic performance. The teachers' classroom management styles were also influential on the students' academic performance by emphasizing social skills, conversational skills, group activities, familiarity skills, self-regulation, crisis management, and conflict. An interactive and participatory management style has the most significant impact on social skills. The professional-oriented style has had the most significant impact on performance
