The effect of autonomy teaching style on the vitality of first grade female students in the first year of high school in District 4 of Tabriz

leila alizade¹ bahram aslefatahi²

1) Master of Educational Psychology, Islamic Azad University, Shabestar Branch Community Verified icon
2) h Assistant Professor of Psychology, Islamic Azad University, Shabestar Branch, Iran Community Verified icon

IOI Code : XEBA-GKBZG
Publication : Second National Conference on Futurism in Psychology and Educational Sciences(femconf.ir)
Abstract :
    The purpose of this study was to investigate the effect of autonomy teaching style on students vitality. The statistical population was the female students of the first year of high school in district 4 of Tabriz. These students were divided into two groups of students with teachers of autonomous teaching style (140 people) and non-autonomous teachers (160 people). The results were analyzed using two-sample t-test using SPSS24 software. The results showed that there was a significant difference in cheerfulness between the two groups and students were in a better position than teachers with self-supporting supportive teaching style than other students.

Keywords : teaching style of autonomy cheerfulness female students community verified icon