The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English c
MINISTRY OF EDUCATION ANG TRAINING BA RIA – VUNG TAU UNIVERSITY NGUYEN THI PHUONG ANH CLASSROOM MANAGEMENT, MOTIVATION AND ACADEMIC PERFORMANCE: THE PERSPECTIVE OF STUDENTS IN BUSINESS ENGLISH CLASSES AT BA RIA - VUNG TAU UNIVERSITY MASTER THESIS Ba Ria – Vung Tau, September 2023 MINISTRY OF EDUCATION ANG TRAINING BA RIA – VUNG TAU UNIVERSITY NGUYEN THI PHUONG ANH CLASSROOM MANAGEMENT, MOTIVATION AND ACADEMIC PERFORMANCE: THE PERSPECTIVE OF STUDENTS IN BUSINESS ENGLISH CLASSES AT BA RIA - VUNG TAU UNIVERSITY Major: MTESOL Code: 8140111 INSTRUCTOR: NGUYEN XUAN HONG Ph.D Ba Ria – Vung Tau, September 2023 -i- DECLARATION I hereby declare that all information and content provided in this thesis is accurate and presented in a truthful and objective manner I have not copied or used any content from other sources without proper citation All reference materials have been listed fully and accurately I declare that this thesis is a product of my own effort and has complied with the regulations and procedures for conducting scientific research Signature of Student: Full Name of Student: NGUYEN THI PHUONG ANH -ii- ACKNOWLEDGEMENTS In the process of conducting this thesis, I have received many valuable support and assistance I would like to express my sincere gratitude to those who have supported me during the time I worked on this thesis Firstly, I would like to extend my gratitude to Dr Nguyen Xuan Hong, my supervisor, who has guided and encouraged me throughout my research journey, helping me to overcome difficulties and complete my thesis successfully I am incredibly grateful for the valuable knowledge and experience that he has imparted to me I would also like to thank the faculty members from the Faculty of Foreign Languages – Social Science, the Institute of Postgraduate Education and Human Resource Development, who have provided favorable conditions for me to complete my thesis Finally, I would like to express my sincere gratitude to my family, friends, and loved ones who have always supported and encouraged me throughout my academic and research journey I hope that this thesis will contribute benefits to improving knowledge and practice in the field of education Thank you very much! Signature of Student: Full Name of Student: NGUYEN THI PHUONG ANH -iii- TABLE OF CONTENTS DECLARATION I ACKNOWLEDGEMENTS II TABLE OF CONTENTS III LIST OF ABBREVIATIONS .VII LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER INTRODUCTION .1 1.1 REASONS FOR CHOOSING THE TOPIC 1.2 AIMS OF THE STUDY 1.3 RESEARCH QUESTION(S) .6 1.4 SITE AND SUBJECTS FOR THE RESEARCH 1.5 THEORETICAL AND PRACTICAL SIGNIFICANCE OF THE STUDY 1.5.1 Theoretical significance 1.5.2 Practical significance 1.6 THESIS STRUCTURE CHAPTER 10 LITERATURE REVIEW AND RESEARCH MODEL .10 2.1 THEORETICAL FRAMEWORK 10 2.2 CLASSROOM MANAGEMENT AND ITS COMPONENTS 11 2.2.1 Teacher behavioral control 11 -iv- 2.2.2 Teacher care 12 2.2.3 The roles of teacher care and behavioral control in classroom management .12 2.3 MOTIVATION TO LEARN .13 2.4 ACADEMIC PERFORMANCE 13 2.5 PREVIOUS RELATED RESEARCH 14 2.5.1 Some previous studies 14 2.5.2 Evaluation of previous studies 21 2.6 RESEARCH MODEL AND HYPOTHESES 25 2.6.1 Classroom management and academic performance 25 2.6.2 Classroom management and motivation to learn .26 2.6.3 Motivation to learn and academic performance 27 2.6.4 The mediating role of motivation to learn between classroom management and academic performance 27 2.7 SUMMARY OF CHAPTER 29 CHAPTER 30 METHODOLOGY 30 3.1 RESEARCH PROCESS 30 3.2 METHODS .31 3.3 DATA 32 3.4 ANALYSIS OF THE DATA 32 3.5 MEASUREMENT OF SCALES 33 3.6 THE FORMAL RESEARCH SAMPLE 38 3.7 SUMMARY OF CHAPTER 38 -v- CHAPTER 39 RESULTS AND DISCUSSIONS 39 4.1 CHARACTERISTICS OF THE SAMPLE .39 4.2 TESTING THE RELIABILITY OF THE COMPONENTS IN THE RESEARCH MODEL 39 4.2.1 Testing the reliability of the components using Cronbach's alpha coefficient 39 4.2.2 Testing the convergent and discriminant validity of the components in the model 4.2.3 Testing the Discriminant validity Fornel Lacker criterison .41 42 4.3 TESTING THE RESEARCH HYPOTHESES 43 4.3.1 Direct effect testing 43 4.3.2 Indirect effect testing 45 4.4 DISCUSSIONS 46 4.5 SUMMARY OF CHAPTER 48 CHAPTER 49 CONCLUSION AND MANAGERIAL IMPLICATIONS 49 5.1 CONCLUSION 49 5.2 MANAGERIAL IMPLICATIONS .50 5.2.1 Managerial implications of teacher behavioral control .50 5.2.2 Managerial implications of teacher care 53 5.2.3 Managerial implications of Motivation to learn 57 5.3 LIMITATIONS AND FUTURE RESEARCH DIRECTIONS 59 5.5 SUMMARY OF CHAPTER 60 REFERENCES 62 -vi- THE LIST OF INTERVIEWEES 67 APPENDIX 68 QUESTIONNAIRES .68 THE RESULTS OF DATA ANALYSIS .75 -vii- LIST OF ABBREVIATIONS Symbol Explaination AP Acadamic performance BVU Ba Ria – Vung Tau University MTL Motivation to learn TBC Teacher behavioral control TC Teacher care -viii- LIST OF TABLES Table Compilation of previous studies 21 Table 3.1 Items of teacher behavioral control 33 Table 3.2 Items of teacher care 34 Table 3.3 Items of motivation to learn 35 Table 3.4 Items of academic performance in Business English 36 Table 4.1 Characteristics of the study sample 39 Table 4.2 Construct reliability and validity 39 Table 4.3 Outer loadings 41 Table 4.4 Discriminant validity Fornel Lacker criterison 42 Table 4.5 Path coefficients 44 Table 4.6 Indirect path coefficients 45 Table 5.1 Descriptive statistics of teacher behavioral control 50 Table Descriptive statistics of teacher care 53 Table Descriptive statistics motivation to learn 57