SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement

The capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom mana...

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Main Authors: Mahsa Kalantarypour, Sima Modirkhamene
Format: Article
Language:English
Published: Urmia University 2021-01-01
Series:Iranian Journal of Language Teaching Research
Subjects:
Online Access:http://ijltr.urmia.ac.ir/article_120978_71adb5ceef14738bb933e39d97d53f67.pdf
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spelling doaj-9b4d2fb5c9bb4ab1b4b3d1743ca8e9912021-01-05T17:25:52ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912021-01-0191107121https://dx.doi.org/10.30466/ijltr.2021.120978SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement Mahsa Kalantarypour0Sima Modirkhamene1Urmia UniversityUrmia UniversityThe capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom management (CM). Additionally, the degree of relationship among the three variables (CP and CM and learners’ achievement), and the path of relationship is not known yet. The present study was, thus, an attempt to identify the classroom management practices and coping styles (CS) of 152 Iranian EFL instructors and the causal relationship between the two regarding 375 EFL learners’ ultimate achievement. To this end, Classroom Management Techniques Scale and Coping Styles Scale (Lewis, 2001) were administered to teacherparticipants. Results indicated that teachers reported use of positive strategies of involvement and recognition; and social problem solving and relaxation compared to the rather negative categories of classroom management and coping styles. In addition, the results of structural equation modeling highlighted the positive effect upon the learners’ end of year (2016-2017) language achievement of classroom management and coping styles. However, coping styles did not mediate the relationship between teachers’ classroom management and the learners’ ultimate achievement. Findings are discussed in relation to effective teacher classroom management leading to learners’ better academic performance and their prospective consequences for future research.http://ijltr.urmia.ac.ir/article_120978_71adb5ceef14738bb933e39d97d53f67.pdfclassroom managementcoping styleefl teacherslearner achievement
collection DOAJ
language English
format Article
sources DOAJ
author Mahsa Kalantarypour
Sima Modirkhamene
spellingShingle Mahsa Kalantarypour
Sima Modirkhamene
SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
Iranian Journal of Language Teaching Research
classroom management
coping style
efl teachers
learner achievement
author_facet Mahsa Kalantarypour
Sima Modirkhamene
author_sort Mahsa Kalantarypour
title SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
title_short SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
title_full SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
title_fullStr SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
title_full_unstemmed SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement
title_sort seming efl teachers’ management strategies and coping styles in relation to learners’ ultimate achievement
publisher Urmia University
series Iranian Journal of Language Teaching Research
issn 2322-1291
2322-1291
publishDate 2021-01-01
description The capability of choosing appropriate coping strategies while attempting to manage classroom context seems to determine learning satisfaction ratings and, therefore, achievement by university learners. However, it is still not clear whether coping style (CP) is a strong mediator of classroom management (CM). Additionally, the degree of relationship among the three variables (CP and CM and learners’ achievement), and the path of relationship is not known yet. The present study was, thus, an attempt to identify the classroom management practices and coping styles (CS) of 152 Iranian EFL instructors and the causal relationship between the two regarding 375 EFL learners’ ultimate achievement. To this end, Classroom Management Techniques Scale and Coping Styles Scale (Lewis, 2001) were administered to teacherparticipants. Results indicated that teachers reported use of positive strategies of involvement and recognition; and social problem solving and relaxation compared to the rather negative categories of classroom management and coping styles. In addition, the results of structural equation modeling highlighted the positive effect upon the learners’ end of year (2016-2017) language achievement of classroom management and coping styles. However, coping styles did not mediate the relationship between teachers’ classroom management and the learners’ ultimate achievement. Findings are discussed in relation to effective teacher classroom management leading to learners’ better academic performance and their prospective consequences for future research.
topic classroom management
coping style
efl teachers
learner achievement
url http://ijltr.urmia.ac.ir/article_120978_71adb5ceef14738bb933e39d97d53f67.pdf
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