عنوان مقاله [English]
Nowadays attention is paid to individual differences in modern methods of management, some of which are Learning Style, Perceived Classroom Goals Structure, and Spiritual Intelligence. This research aimed at investigating the relationship between learning styles (concrete experience, reflective observation, abstract conceptualization and active experimentation), perceived classroom goals structure (structure goals of mastery, performance-approach and avoidance-approach) and spiritual intelligence with academic achievement in order to achieve Modern classroom management. The statistical population includes students of English language, elementary education, and family study of Islamic Azad University, Mashhad Branch. 180 students (117 girls and 63 boys) were selected using stratified random sampling. All of them completed the learning style questionnaire (Kolb, 1985), perceived classroom goals structure questionnaire (Midgley et al. 1998), and the spiritual intelligence questionnaires (Abdollahzadeh et al, 1388). The findings showed a positive and significant relationship between reflective observation, abstract conceptualization, mastery structure goal and spiritual intelligence with academic achievement, but negative relationship between concrete experience and academic achievement. Abstract conceptualization, concrete experience and spiritual intelligence in one predicted model predicted 26 percent of variance of academic achievement. Moreover, the contribution of abstract conceptualization to predict academic achievement was more than other variables. Therefore, to manage the classroom more effectively and to enhance academic achievement, the first step is teaching abstract conceptualization, then teaching concrete experience, and finally emphasizing spiritual intelligence of student.