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Using a mixed-methods design, it applied quantitative and qualitative procedures with a sample drawn from about 590 students, employing multiple questionnaires and interviews. 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It adopted a mixed method approach (QUANTITATIVE→ qualitative.) . The population consisted of about 590 consisted of Iranian university and institute students out of which 147 were sampled. They were administered three questionnaires and five were interviewed. To gauge teachers’ assertive classroom management, we utilized a questionnaire developed by Shawer (2010) . It includes 37 items measuring four components of teacher’s assertive classroom management (organization, teaching strategies, teacher-student relationship strategies, teacher’s punishment- reward strategies) . To assess students' perceptions of classroom activities, a scale designed and validated by Gentry and Gable (2001) was utilized. It comprises 31 items and consists of 4 components (interest, challenge, choice, and joy) . The students’ goal orientations were measured via ‘achievement goal orientation inventory’ designed by Midgley, et al. (1998) . The inventory comprised three subscales (mastery-approach, performance-approach, performance-avoidance approach) and a total of 18 items. In the quantitative phase, the results demonstrated that teachers’ assertive classroom management strategies predicted students' perceptions of classroom activities exhibiting the highest influence on challenge and interest respectively. Mastery goal was influenced by teacher assertive classroom management strategies. The results of the quantitative phase confirmed the findings ofthe quantitative phase.  \nKeywords: classroom management, goal orientations, mixed-methods approach, students’ perception of classroom activities  \nINTRODUCTION  \nOne major aspect of the classroom atmosphere that has fallen under the control of the teacher is that of classroom management and discipline. Teachers do not choose their classrooms. However, they do have control over the kind of classroom atmosphere they construct with their students and the kinds of instructional practices they utilize. Teachers who are successful in establishing effective classroom atmosphere make more time for learning, involve more students, and help students to become selfmanaging (Mucherah & Frazier, 2013) . A positive learning environment must be established and maintained throughout the year. One of the best way’s teachers achieve this goal is by having a good classroom management.  \nTeachers of all types often try to keep their classrooms free from disorder. To do so, they need to manage the class and correct the learners’ behavior in such a fervent way that encourages, motivates, and retains positive behavior. Classroom management contains establishing rules to organize the class, to prepare materials and activities, and to explain instructions and consequences of acting up. Wong and Rosemary (2001) defined classroom management as “all the things that a teacher does to arrange students, space, time and materials so that teaching lessens and student learning can take place” (p. 84) .  \nFurthermore, as Wong and Rosemary (2001) noted, all the practices and procedures that a teacher applies to have a good classroom environment in which teaching and learning can take place is related to classroom management. To achieve this, teachers need to apply a set of strategies to organize space, time, and materials. The teacher’s classroom management affects some aspects of student’s behaviors such as perceptions and beliefs, motivation, ","cbCairQh3L3M5TwN","https://ap.wps.com/l/cbCairQh3L3M5TwN","pdf",670081,14,"English","# Introduction\n## Classroom management and discipline\n## Perception and classroom activities\n## Goal orientation and achievement goals","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study evaluates the impact of teachers’ assertive classroom management on students’ perceptions of classroom activities and on their goal orientations.\"},{\"question\":\"How was assertive classroom management measured?\",\"answer\":\"Assertive classroom management was measured using a questionnaire developed by Shawer (2010), covering organization, teaching strategies, teacher-student relationship strategies, and punishment-reward strategies.\"},{\"question\":\"What do the quantitative results show?\",\"answer\":\"The results indicate that teachers’ assertive classroom management strategies predict students’ perceptions of classroom activities, with the strongest influence on challenge and interest, and that mastery goals are influenced by these strategies.\"}]","Assertive Classroom Management - How Does it Mould Students’ Perceptions of Classroom Activities and Goal Orientations? | PDF",1792072979,35]