Design and Optimization of a Self-Regulation-Based Non-Interventionist Classroom Management Model (Mixed-Research)

Document Type : Original Article

Author

Associate Professor, Department of Educational Studies and Curriculum Planing, Ur.C., Islamic Azad University, Urmia, Iran

Abstract

Objective: This study aimed to design, validate, and optimize a self-regulation–based, non-interventionist classroom management model in order to provide a scientific and actionable framework for strengthening internalized classroom order, promoting self-directed learning, and reducing reliance on reactive interventions.
Method: A mixed-methods (qualitative–quantitative) design was employed. In the first phase, a systematic review was conducted to identify the model components and specify its conceptual structure; the identification, screening, and selection processes were documented in accordance with PRISMA. The search covered Persian-language sources from 1373 to 1403 and English-language sources from 1994 to 2024 across a range of reputable national and international databases. Subsequently, using the Sandelowski and Barroso meta-synthesis approach, eligible studies were coded and synthesized in a stepwise manner to derive the model’s dimensions and indicators. In the second phase, an expert Delphi process involving 15 specialists was used to refine and confirm the content validity of the indicators; content validity was assessed using CVR and CVI, inadequate items were removed or revised, and inter-expert agreement was examined using Kendall’s coefficient. In the third phase, confirmatory factor analysis was performed to test the model empirically and evaluate construct validity based on data collected from 371 teachers in Urmia County selected via cluster sampling. Data were gathered using a researcher-developed questionnaire derived from the extracted and previously validated indicators, yielding standardized factor loadings ranging from 0.62 to 0.88. In the final phase, a fuzzy expert system implemented in MATLAB was applied to determine the optimal combination of dimensions and to operationalize the model as a decision-support framework.
Results: The results led to the specification and confirmation of six core dimensions: establishing a self-regulatory environment, fostering positive and constructive relationships, creating a supportive learning environment, developing metacognitive skills, strengthening self-assessment, and promoting goal orientation and responsibility. Overall, the model demonstrated strong conceptual coherence and satisfactory empirical validity. The validation results indicated adequate factor loadings for the indicators, and the optimization outputs suggested that constructive interaction, metacognition, and self-regulation carry greater weight in the optimal configuration and play a more prominent role in shaping the optimized classroom management pattern.
Conclusions: Grounded in participatory and self-regulatory principles, the proposed model facilitates the development of sustainable, responsible, and effective learning environments.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 5, Issue 2
September 2026
Pages 112-132

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History

  • Receive Date: 18 November 2025
  • Revise Date: 27 December 2025
  • Accept Date: 28 January 2026
  • Publish Date: 23 August 2026

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