THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGIES AND ACADEMIC ACHIEVEMENT, AND THE MEDIATING ROLE OF CLASSROOM

Cheng Liu, Man Jiang, Kexuan Zhu

Abstract


Teachers' classroom management strategies, along with the classroom environment co-created by teachers and students, influence students' academic achievement. This study investigates the relationship between classroom management strategies and academic achievement, focusing on the mediating role of the classroom environment. Data were collected using questionnaires from 618 undergraduate students in China. Structural equation modeling was employed to analyze the relationships between these factors. Questionnaires of Shawer’s classroom management strategies, which consist of organizational, teaching management, teacher-student relationship and teacher rewards and sanctions. Questionnaires of Fraser et al. WIHIC, Li Xianyin, Yang Na and Liu Zhongyu’s academic motivation scale were used. The reliability of the questionnaires was confirmed using Cronbach’s alpha test. Additionally, students' perceptions of classroom management strategies and the classroom environment positively influence their academic achievement. The classroom environment partially mediates the relationship between classroom management strategies and academic achievement. This study highlights the impactful relationship between classroom management and academic achievement. This study's findings offer valuable insights for developing effective classroom management policies to improve undergraduate academic outcomes.

 

Article visualizations:

Hit counter


Keywords


classroom management strategies, academic achievement, classroom environment, self-determination theory

Full Text:

PDF

References


Abedi, G., Rostami, F., & Nadi, A, 2015. Analyzing the dimensions of the quality of life in hepatitis B patients using confirmatory factor analysis. Global Journal of Health Science, 7(7), 22–31. https://doi.org/10.5539/gjhs.v7n7p22

Adelman, H. S., & Taylor, L, 2019. Classroom climate. In S. W. Lee, P. A. Lowe, & E. Robinson (Eds.), Encyclopedia of School Psychology. Thousand Oaks, CA: Sage. https://smhp.psych.ucla.edu/publications/46%20classroom%20climate.pdf

Ahmad, S., Hussain Ch, A., Ayub, A., Zaheer, M., & Batool, A., 2017. Relationship of classroom management strategies with academic performance of students at college level. Bulletin of Education and Research, 39(2), 239-249. https://eric.ed.gov/?id=EJ1210265

Akpan, I. D., & Umobong, M. E, 2013. Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385-390. https://doi.org/10.5901/ajis.2013.v2n3p385

Aldridge, J. M., Fraser, B. J., & Huang, T. C. I, 1999. Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48-62. https://doi.org/10.1080/00220679909597628

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K, 2010. How learning works: Seven research-based principles for smart teaching. CA: John Wiley & Sons.

Astin, A. W., & Astin, H. S, 2010. Exploring and nurturing the spiritual life of college students. Journal of College and Character, 11(3), Article e145006562. https://doi.org/10.2202/1940-1639.1724

Atik, S., & Çelik, O. T, 2021. Analysis of the relationships between academic motivation, engagement, burnout and academic achievement with structural equation modelling. International Journal of Contemporary Educational Research, 8(2), 118-130. https://doi.org/10.33200/ijcer.826088

Atoum, A. Y., & Al-Momani, A, 2018. Perceived self-efficacy and academic achievement among Jordanian students. Trends in Technical & Scientific Research, 3(1), 1-6. https://doi.org/10.19080/ttsr.2018.03.555602

Baek, S. G., & Choi, H. J, 2002. The relationship between students’ perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education Review, 3, 125-135. https://doi.org/10.1007/BF03024926

Bentler, P. M., & Bonett, D. G, 1980. Significance tests and goodness of fit in the analysis of covariance structures.

Psychologial Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R, 1956. Handbook I: Cognitive domain. New York: David McKay.

Bozkuş, K, 2021. A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4), 433-441. https://doi.org/10.26822/iejee.2021.202

Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S, 2021. Classrooms' indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor Air, 31(2), 405-425. https://doi.org/10.1111/ina.12745

Browne, M. W., & Cudeck, R, 1992. Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258. https://doi.org/10.1177/0049124192021002005

Cayubit, R. F. O, 2022. Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(2), 581-599. https://doi.org/10.1007/s10984-021-09382-x

Chairiyati, L. R, 2013. Hubungan antara Self-Efficacy akademik dan konsep diri akademik dengan prestasi akademik. Humaniora, 4(2), 1125-1133. https://doi.org/10.21512/humaniora.v4i2.3553

Chankseliani, M., & McCowan, T, 2021. Higher education and the sustainable development goals. Higher Education, 81(1), 1-8. https://doi.org/10.1007/s10734-020-00652-w

Cheung, G. W., & Lau, R. S, 2008. Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11(2), 296-325. https://doi.org/10.1177/1094428107300343

Colling, J., Wollschläger, R., Keller, U., Preckel, F., & Fischbach, A, 2022. Need for cognition and its relation to academic achievement in different learning environments. Learning and Individual Differences, 93, Article e102110. https://doi.org/10.1016/j.lindif.2021.102110

Cooper, L., & Fry, K. F, 2020. The relationship between classroom environment and student course attrition and perceptions of engagement. Journal of Learning Spaces, 9(2), 93-102. https://eric.ed.gov/?id=EJ1273638

Deci, E. L., & Ryan, R. M, 2013. Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Djigic, G., & Stojiljkovic, S, 2011. Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828. https://doi.org/10.1016/j.sbspro.2011.11.310

Dolinting, P. P., & Pang, V, 2022. The classroom climate, students’ mathematics achievement, students’ knowledge of cognition and regulation cognition: A mediation analysis. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(6), https://doi.org/10.47405/mjssh.v7i6.1533

Dörnyei, Z., Muir, C, 2019. Creating a motivating classroom environment. In X. Gao (ed.) Second Handbook of English Language Teaching (pp. 719-736). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_36

Efron, B., & Tibshirani, R. J, 1993. Assessing the error in bootstrap estimates. In An Introduction to the Bootstrap (pp. 271-282). Springer US.

Erdem, C., & Kaya, M, 2023. The relationship between school and classroom climate, and academic achievement: A meta-analysis. School Psychology International, 8(3), 168-187. https://doi.org/10.1177/01430343231202923

Ezeife, A. N., & Smith, C. B, 2010. The relationship between students’ perceptions of their classroom environment and their attitudes toward science in grade nine applied science classes [Master's thesis, University of Windsor]. Library of University of Windsor. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=7949&context=etd

Findley, B., & Varble, D., 2006. Creating a conducive classroom environment: Classroom management is the key. College Teaching Methods & Styles Journal, 2(3), 1-6. https://www.learntechlib.org/p/132513/

Fraser, B. J, 2012. Classroom learning environments: Retrospect, context and prospect. In B. Fraser, K. Tobin, C. McRobbie (Eds.), Second International Handbook of Science Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_79

Fraser, B. J, 1994. Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493-541). New York, NY: Macmillan.

Fraser, B. J., McRobbie, C. J., & Fisher, D, 1996. Development, validation and use of personal and class forms of a new classroom environment questionnaire. In Proceedings Western Australian Institute for Educational Research Forum (Vol. 31).

French, R., Imms, W., & Mahat, M, 2020. Case studies on the transition from traditional classrooms to innovative learning environments: Emerging strategies for success. Improving Schools, 23(2), 175-189. https://www.waier.org.au/forums/1996/fraser.html

Galindo-Dominguez, H, 2021. Flipped classroom in the educational system. Educational Technology & Society, 24(3), 44-60. https://www.jstor.org/stable/27032855

Garcia, T., & Pintrich, P. R, 2023. Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In Self-regulation of learning and performance (pp. 127-153). Routledge.

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L., 2009. Multivariate Data Analysis (7th ed.). Englewood Cliffs, NJ: Prentice Hall. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1841396

Herman, K. C., Reinke, W. M., Dong, N., & Bradshaw, C. P, 2022. Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial. Journal of Educational Psychology, 114(1), 144-160. https://doi.org/10.1037/edu0000641

Johnson, B., McClure, R, 2004. Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environments Research 7, 65–80. https://doi.org/10.1023/B:LERI.0000022279.89075.9f

Johnson, D. W., & Johnson, R. T, 1983. Social interdependence and perceived academic and personal support in the classroom. The Journal of Social Psychology, 120(1), 77-82. https://doi.org/10.1080/00224545.1983.9712012

Kincade, L., Cook, C., & Goerdt, A, 2020. Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships. Review of Educational Research, 90(5), 710-748. https://doi.org/10.3102/0034654320946836

Li, X., Yang, N., & Liu, Z, 2016. Factors influencing academic achievement of college students: An empirical study based on local ordinary universities. Educational Research, (10), 78-86. https://kns.cnki.net/kcms2/article/abstract?v=z-1yOu6aphO-Ngp8mSw21EfsFs5t4ZzEOhqPxAb4UFeRg_ZjgajahMbx0rrg972PzuoYBopQl0xkRQzTHNJmaUMH_MbQ4dlezaSxufl1xUZkAv8TPonYvrJ9f0QhB0i-bp3jX6yd3Af91kULWCeyEg==&uniplatform=NZKPT&language=CHS

MacKinnon, D. P., 2012. Introduction to statistical mediation analysis. Routledge. https://doi.org/10.4324/9780203809556

Madigan, D. J., & Curran, T, 2021. Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405. https://doi.org/10.1016/S1041-6080(02)00092-4

Magulod, G. C., Capili, J. D., & Pinon, R. M, 2019. Classroom management styles in a Philippine higher education institution: exploring the relationship and labels attached by students. European Journal of Educational Research, 8(3), 893-904. https://doi.org/10.12973/eu-jer.8.3.893

Mantooth, R., Usher, E. L., & Love, A. M, 2021. Changing classrooms bring new questions: Environmental influences, self-efficacy, and academic achievement. Learning Environments Research, 24(3), 519-535. https://doi.org/10.1007/s10984-020-09341-y

Marsh, H. W., Balla, J. R., & McDonald, R. P, 1988. Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391-410. https://doi.org/10.1037/0033-2909.103.3.391

Martin, N., & Yin, Z, 2009. Beliefs regarding classroom management style: Differences between urban and rural secondary level teachers. Journal of Research in Rural Education, 15(2), 101–105.

Marzano, R. J., Marzano, J. S., & Pickering, D. J, 2003. Classroom management that works: Research-based strategies for every teacher. ASCD.

Matoy, T. J., 2021. Classroom environment and academic achievement. International Journal of Novel Research in Humanity and Social Sciences, 8(3), 21-29. www.noveltyjournals.com

Miller, A. L., Fassett, K. T., & Palmer, D. L, 2021. Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45(3), 327-344. https://doi.org/10.1007/s11031-021-09881-7

Miller, R., & Pedro, J, 2006. Creating respectful classroom environments. Early Childhood Education Journal, 33, 293-299. https://doi.org/10.1007/s10643-006-0091-1

Moore, E. W. G., & Hansen, D, 2012. Construct-validity of the engagement with challenge measure for adolescents: Structural-and criterion-validity evidence. Psychology, 3(10), 923-933. https://kuscholarworks.ku.edu/entities/publication/a6cd062c-1440-4ae7-a765-89ea8f4f3b24

Mudzakkir, M., & Darmawan, D, 2024. The influence of teacher teaching styles and learning motivation on the learning achievement. EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan, 8(1), 79-91. http://dx.doi.org/10.47006/er.v8i1.19707

Nisar, M., Khan, I. A., & Khan, F, 2019. Relationship between classroom management and students' academic achievement. Pakistan Journal of Distance and Online Learning, 5(1), 209-220. https://doi.org/10.30971/pjdol.v5i1.284

O'Brennan, L. M., Bradshaw, C. P., & Furlong, M. J, 2014. Influence of classroom and school climate on teacher perceptions of student problem behavior. School Mental Health, 6(2), 125-136. https://doi.org/10.1007/s12310-014-9118-8

Panzola, N. F., Neviyarni, S., & Nirwana, H, 2024. Classroom management strategies in creating an effective learning atmosphere. Manajia: Journal of Education and Management, 2(1), 51-61. https://doi.org/10.58355/manajia.v2i1.30

Paramita, P. P., Sharma, U., & Anderson, A, 2020. Effective teacher professional learning on classroom behaviour management: A review of literature. Australian Journal of Teacher Education (Online), 45(1), 61-81. https://doi.org/10.14221/ajte.2020v45n1.5

Pattnaik, M. S, 2024. Classroom Management: Strategies for Effective Teaching and Learning. Redshine Archive, 4(4), 148-160. https://doi.org/10.25215/1304617130.14

Pedler, M., Hudson, S., & Yeigh, T, 2020. The teachers' role in student engagement: A review. Australian Journal of Teacher Education (Online), 45(3), 48-62. https://doi.org/10.14221/ajte.2020v45n3.4

Polat, H., & Karabatak, S, 2022. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environments Research, 25(1), 159-182. https://doi.org/10.1007/s10984-021-09355-0

Quin, D, 2017. Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87, 345–387. https://doi.org/10.3102/0034654316669434

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P, 2012. Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268

Ryan, R. M., & Deci, E. L, 2020. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article e101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Samaddar, R., Mukherjee, S., & Sikder, D. P, 2023. Documentary analysis on challenges of classroom management. International Journal of Creative Research Thought, 11(3), 613-622. https://www.researchgate.net/profile/Ritu-Samaddar/publication/371912414_Documentary_Analysis_on_Challenges_of_Classroom_Management/links/649c007f95bbbe0c6efcacc9/Documentary-Analysis-on-Challenges-of-Classroom-Management.pdf

Sergis, S., Sampson, D. G., & Pelliccione, L, 2018. Investigating the impact of flipped classroom on students' learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011

Shawer, S, 2010. The influence of assertive classroom management strategy use on student teacher pedagogical skills. Academic Leadership, 8(2), 1-12. https://www.researchgate.net/publication/277130485_The_influence_of_assertive_classroom_management_strategy_use_on_student-teacher_pedagogical_skills

Sieberer-Nagler, K, 2016. Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. https://doi.org/10.5539/elt.v9n1p163

Sprick, J., Sprick, R., Edwards, J., & Coughlin, C, 2021. CHAMPS: A Proactive & Positive Approach to Classroom Management. Safe & Civil Schools. Ancora Publishing.

Sunday-Piaro, M, 2018. Classroom management and students’ academic performance in public secondary schools in rivers state. International Journal of Scientific Research in Education, 11(5), 940-963. https://www.ijsre.com.ng/assets/vol.%2C-11(5)-sunday-piaro.pdf

Sungur, S., & Senler, B, 2010. Students' achievement goals in relation to academic motivation, competence expectancy, and classroom environment perceptions. Educational Research and Evaluation, 16(4), 303-324. https://doi.org/10.1080/13803611.2010.523291

Wang, M. C., Haertel, G. D., & Walberg, H. J, 1993. Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. https://doi.org/10.3102/00346543063003249

Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J, 2014. Teacher–student relationships and classroom management. In Handbook of classroom management (pp. 363-386). Routledge.

Yu, S., & Levesque-Bristol, C, 2020. A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61, Article e101857. https://doi.org/10.1016/j.cedpsych.2020.101857

Zedan, R, 2010. New dimensions in the classroom climate. Learning Environments Research, 13(1), 75-88. https://doi.org/10.1007/s10984-009-9068-5




DOI: http://dx.doi.org/10.46827/ejes.v11i12.5908

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Cheng Liu, Man Jiang, Kexuan Zhu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).