Thesis:

The relationship between classroom management styles and lifelong learning with the mediating role of academic self-efficacy in students of Sabzevar University of Medical Sciences in the academic year ۲۰۲۴-۲۰۲۵

The present study was conducted on the relationship between classroom management styles and lifelong learning with the mediating role of academic self-efficacy in students of Sabzevar University of Medical Sciences. The descriptive research method is of the correlation type, specifically based on the structural equation model. The statistical population of this study consists of students of Sabzevar University of Medical Sciences in the academic year 1403-1404, with an estimated number of students of about 2000. The sampling method of this study is of the stratified random type. The sample size of this study is estimated to be 300 students based on the Morgan table. A total of 300 questionnaires will be completed online. To measure the research variables, three standard questionnaires were used: Wilkovich and Meowitzen's lifelong learning questionnaire (2014), Martin et al.'s classroom management styles (2008), and McIlroy and Bunting's academic self-efficacy questionnaire (2002). The content validity of all three questionnaires was confirmed by a number of educational planning experts and specialists, and the reliability of the questionnaires has been previously measured. In order to analyze the data in the present study, statistics were used at two levels: descriptive (frequency, percentage, mean, and standard deviation) and inferential. For data analysis and hypothesis testing, one-sample t-test statistical methods were used to identify the status of the research variables. Pearson correlation test, confirmatory factor analysis, and structural equation model were used to test the hypotheses. Spss 28, Lizrel, and pls statistical software were also used to perform these analyses. The research findings showed that academic self-efficacy does not mediate the relationship between classroom management styles and lifelong learning, and the main hypothesis of the research is not confirmed. There is also no significant relationship between classroom management style and students' academic self-efficacy. There is a positive and significant relationship between academic self-efficacy and students' lifelong learning. There is a positive and significant relationship between interventionist classroom management style and students' lifelong learning.:

Keywords: Classroom management styles, lifelong learning, academic self-efficacy