Razi Journal of Medical Sciences

fa بررسی اثرات روش‌های مدیریت کلاس بر یادگیری خودتنظیمی راهبردی در دانشجویان Examining the Effects of Classroom Management Methods on Strategic Self-Regulated Learning in Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;"> <a name="_Hlk184301929">زمینه و هدف:</a> یادگیری خودتنظیمی راهبردی به عنوان یکی از مهم‌ترین مهارت‌های یادگیری در دانشجویان علوم پزشکی، نقشی اساسی در ارتقای کیفیت آموزش و بهبود عملکرد تحصیلی دارد. روش‌های مدیریت کلاس می‌توانند با ایجاد محیطی منسجم و حمایتگر، در تقویت این مهارت‌ها مؤثر واقع شوند؛ بنابراین پژوهش حاضر با هدف ارائه مدل تاثیر سبک های مدیریت کلاس بر راهبردهای یادگیری خودتنظیمی در دانشجویان دانشگاه علوم پزشکی مشهد انجام شد. روش کار: روش مطالعه حاضر کیفی- کمی بود. جامعه آماری در بخش کیفی شامل متخصصان، خبرگان و اساتید دانشگاه علوم پزشکی مشهد که دارای مدرک تحصیلی دکتری، سابقه تدریس بالای 10 سال و مرتبه علمی دانشیار و بالاتر بود. حجم نمونه در بخش کیفی با توجه به اصل اشباع و روش نمونه گیری هدفمند 10 نفر از 20 نفر و در بخش کمی از میان دانشجویان دانشگاه علوم پزشکی مشهد با توجه به فرمول کوکران 351 نفر از 4046 نفر انتخاب شد. ابزار گردآوری داده ها مصاحبه نیمه ساختاریافته در بخش کیفی و پرسشنامه محقق ساخته 74 سوالی سبک‌های مدیریت کلاس و پرسشنامه  22 سوالی راهبردهای یادگیری خود تنظیمی بود. یافته ها: یافته‌های بخش کیفی نشان داد که متغیر سبک‌های مدیریت کلاس دارای 7 بعد می‌باشد که این ابعاد به ترتیب اولویت عبارتند از سبک تداومی، سبک ایمنی، سبک انعطاف پذیر، سبک تفکر باز و استراتژیک، سبک اجرایی، سبک اجتماعی و سبک مشارکتی. نتایج نشان‌دهنده وجود یک رابطه متوسط بین سبک‌های مدیریت کلاس (متغیر مکنون برون‌زا) و راهبردهای خود تنظیمی (متغیرهای مکنون درون‌زا) است. ضرایب مسیر 474/0 بین دو متغیر نشان می‌دهند که سبک های مدیریت کلاس تأثیر مثبتی بر راهبردهای یادگیری خود تنظیمی دارد. نتیجه‌گیری: بر اساس یافته‌ها می‌توان نتیجه گرفت که سبک‌های مدیریت کلاس نقش مهمی در ارتقای یادگیری خودتنظیمی راهبردی دانشجویان علوم پزشکی ایفا می‌کنند. بنابراین، توجه به انتخاب و به‌کارگیری شیوه‌های مدیریت کلاسی مؤثر می‌تواند زمینه‌ساز بهبود کیفیت فرایند آموزش و ارتقای توانمندی‌های یادگیری مستقل در دانشجویان باشد.</div> <div style="text-align: justify;"> Background & Aim: Strategic self-regulated learning has emerged as one of the most critical competencies in higher education, particularly within medical sciences, where students are required to integrate theoretical knowledge with practical application under highly demanding conditions. Unlike traditional forms of passive learning, self-regulated learning emphasizes the ability of students to actively manage their own cognitive, motivational, and behavioral processes in order to achieve desired academic outcomes. This involves setting personal learning goals, monitoring one’s progress, regulating emotions in stressful educational environments, and applying adaptive strategies to overcome challenges. For medical students, whose academic and professional success is heavily dependent on lifelong learning and problem-solving skills, the development of effective self-regulated learning strategies is not only a determinant of immediate academic achievement but also a crucial factor in ensuring long-term professional competence. Classroom management plays a pivotal role in shaping the environment where such skills are cultivated. Effective classroom management goes far beyond maintaining discipline; it encompasses a broad set of strategies aimed at creating a structured, supportive, and engaging learning atmosphere. By reducing disruptions, promoting positive interactions, and providing students with a clear framework for participation and responsibility, classroom management methods help students focus more effectively on the learning process itself. Moreover, different management styles- ranging from authoritarian and highly structured to democratic and flexible- may differentially influence students’ levels of autonomy, motivation, and engagement in self-regulated learning practices. Prior studies have suggested that when students are exposed to a coherent and supportive classroom environment, they are more likely to engage in higher-order cognitive strategies, persist in the face of challenges, and develop a sense of ownership over their learning journey. In contrast, poorly managed classrooms, characterized by inconsistency, lack of structure, or excessive rigidity, often hinder the development of self-regulated learning, leading to decreased academic performance and lower satisfaction. Given the increasing complexity of medical education, with its demanding curriculum, clinical responsibilities, and need for continuous professional development, there is a growing necessity to understand how classroom management styles can either facilitate or obstruct the cultivation of strategic self-regulated learning skills. While the importance of self-regulation is widely acknowledged, relatively few studies have focused on how specific classroom management approaches directly impact students’ capacity to regulate their own learning. Therefore, the present study aims to develop a model examining the impact of classroom management styles on self-regulated learning strategies among students of Mashhad University of Medical Sciences. Methods: This research was applied-developmental in purpose and exploratory mixed-method in nature (qualitative–quantitative). In the qualitative phase, grounded theory was employed, and in the quantitative phase, a descriptive-survey approach was used. The qualitative statistical population consisted of experts and faculty members of Mashhad University of Medical Sciences with a PhD degree, over 10 years of teaching experience, and an academic rank of associate professor or higher. Based on the principle of saturation and purposive sampling, 10 out of 20 experts were selected. In the quantitative phase, 351 out of 4,046 students were chosen through stratified random sampling according to educational level, using structural equation sample size estimation. Data collection tools included a semi-structured interview in the qualitative phase and two questionnaires in the quantitative phase: a 74-item researcher-made classroom management styles questionnaire (derived from theoretical foundations, research background, and expert interviews) and a 22-item self-regulated learning strategies questionnaire. Results: Qualitative results indicated that classroom management styles consist of seven dimensions, prioritized as: continuity style, safety style, flexibility style, open and strategic thinking style, executive style, social style, and participatory style. Quantitative results revealed a moderate relationship between classroom management styles (exogenous latent variable) and self-regulated learning strategies (endogenous latent variables). The path coefficient of 0.474 demonstrated that classroom management styles exert a positive effect on students’ self-regulated learning strategies. Conclusion: The findings of this study highlight the critical influence that classroom management styles exert on the development of strategic self-regulated learning among medical sciences students. Specifically, the results demonstrated that various dimensions of classroom management- including continuity, safety, flexibility, open and strategic thinking, executive, social, and participatory styles- collectively contribute to shaping the conditions under which students learn to monitor, control, and direct their academic efforts. The identified path coefficient further underscores that these styles have a measurable and positive effect, providing empirical support for the argument that effective classroom management is not merely a pedagogical concern but a determinant of students’ capacity for independent learning. From a practical standpoint, the implications are highly significant. Medical educators, who are often tasked with guiding students through complex curricula and high-stress clinical environments, must recognize that the management of their classrooms directly affects how students acquire self-regulation skills. By intentionally adopting classroom management strategies that emphasize structure while maintaining flexibility, promoting safety while encouraging autonomy, and balancing authority with participation, educators can create a learning climate that nurtures resilience, critical thinking, and long-term academic success. Furthermore, classroom management practices that cultivate openness and strategic thinking may inspire students to apply these same principles in their learning approaches, thereby reinforcing a cycle of self-regulated behavior. The broader educational context also benefits from these insights. Universities and educational policymakers should integrate training in effective classroom management into faculty development programs, ensuring that instructors are equipped not only with subject matter expertise but also with the pedagogical tools necessary to foster self-regulation among students. This shift in focus from content delivery to learning facilitation has the potential to transform the quality of education in medical sciences, enabling students to become more autonomous, reflective, and adaptable learners- qualities that are essential for their future roles as healthcare professionals. In conclusion, this study reaffirms the interconnectedness of classroom management and self-regulated learning, demonstrating that deliberate attention to management styles can serve as a powerful mechanism for enhancing educational outcomes. By prioritizing effective and adaptive classroom management strategies, educational institutions can improve not only the immediate learning experiences of their students but also their long-term capacity for independent, lifelong learning. Such an investment is particularly vital in the medical sciences, where the ability to self-regulate learning translates directly into professional competence, continuous improvement, and ultimately, better patient care.</div> مدیریت کلاس, راهبردهای یادگیری خود تنظیمی, دانشگاه علوم پزشکی Classroom Management, Self-Regulated Learning Strategies, University of Medical Sciences 1 9 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8136-2&slc_lang=fa&sid=1 Behnaz Abdollahzadeh بهناز عبداله زاده 3900319475328460089140 3900319475328460089140 No PhD Student, Department of Educational sciences, Islamic Azad University, Gorgan Branch, Gorgan, Iran. دانشجوی دکتری، گروه علوم تربیتی ، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران Negin Jabbari نگین جباری neginjabbary@gmail.com 3900319475328460089141 3900319475328460089141 Yes Associate Professor, Department of Educational sciences, Islamic Azad University, Gorgan Branch, Gorgan, Iran دانشیار، گروه علوم تربیتی، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران Masoumeh bagherpur معصومه باقرپور 3900319475328460089142 3900319475328460089142 No Assistant Professor, Department of Educational sciences, Bandargaz branch, Islamic Azad University, Bandargaz, Iran استادیار گروه علوم تربیتی، واحد بندرگز، دانشگاه آزاد اسلامی، بندرگز، ایران