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Abstract
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Purpose: The purpose of this study was to examine the effect of interactional
management style on academic adjustment, mathematical anxiety, and
academic engagement in elementary sixth grade students.
Methodology: This research was applied in terms of purpose and quasiexperimental in terms of method and with pre-test-post-test design with
experimental group and control group. The statistical population consisted of
all male students of the elementary sixth grade of district 3 of Tabriz city with a
total of 3721 students in the academic year of 2018-2019. The sample size was
57 persons (29 experimental and 28 control) and selected by purposive
sampling method. Clark academic adjustment questionnaire, Shokrani
mathematical anxiety questionnaire, and Schofley and Becker academic
engagement questionnaires were used for data collection. The interactional
management style was also implemented based on the researcher-designed
package. Descriptive and inferential statistical methods including univariate and
multivariate analysis of covariance were used for data analysis.
Findings: Results showed that after applying an interactive management style,
the mean of academic adjustment in the experimental group was significantly
higher than the control group. The mean of mathematical anxiety and its
components (mathematical test anxiety and anxiety of mathematical nature) in
the experimental group were significantly lower than the control group. The
mean of academic engagement and its components (ability, commitment, and
attraction) in the experimental group were significantly higher than the control
group.
Conclusion: The study concluded that teacher-student interaction improved
academic engagement and academic adaptation and reduced student math
anxiety.
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