Distance education, virtual education and e-learning
behnoosh atashzar; abdollah shafiabadi; rahim hamidipour
Abstract
Background: Resilience as the human capacity to overcome or adapt to adverse life situations has been widely given special attention in recent years. Objective: The main purpose of this research was to investigate the model of academic resilience model based on media literacy and innovative thinking ...
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Background: Resilience as the human capacity to overcome or adapt to adverse life situations has been widely given special attention in recent years. Objective: The main purpose of this research was to investigate the model of academic resilience model based on media literacy and innovative thinking with the mediating role of regulating academic emotions. Methods: The present research method was based on a quantitative strategy and descriptive-correlation technique. The statistical population of the current research was all the students of the universities of Kermanshah in the academic year 1400-1401 with a population of 34676 people. For this purpose, 335 students (193 women, 142 men) were randomly selected and answered the questionnaires of Phalsafi Media Literacy (2013), Innovative Thinking of Morad (2021), Regulation of Academic Emotions by Pekrun (2002), and Academic Resilience by Samuels (2004). The structural equation method was used for data analysis. Results: The structural equation modeling analysis indicated the acceptable fit of the model with the data. Also, the research findings showed that media literacy and innovative thinking have a direct effect on academic resilience. Also, these two variables predict academic resilience indirectly through the regulation of academic emotions. Therefore, to improve the academic resilience of students, it is necessary to focus on media literacy and innovative thinking and improve the regulation of their academic emotions.
Mohammad Yamini; Hossein Mahdiyan; Fereshteh Rahmati
Volume 15, Issue 54 , October 2021, , Pages 126-136
Abstract
This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of ...
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This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P<0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.
parvin abolfazli; najaf tahmasebipor; sadegh nasri
Volume 14, Special Issue , July 2020, , Pages 383-397
Abstract
The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on students' academic resilience and self-esteem in the academic year 96-97. The research was applied in terms of purpose and in terms of method, experimental and pretest-posttest with control group. ...
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The purpose of this study was to determine the effectiveness of mindfulness-based stress reduction program on students' academic resilience and self-esteem in the academic year 96-97. The research was applied in terms of purpose and in terms of method, experimental and pretest-posttest with control group. The study population consisted of all female first and second grade high school students in Bam and Safi Abad region of Esfarayen. The sample consisted of all students whose scores on resiliency and self-esteem questionnaires were lower than average, among which 40 students were randomly selected and divided into experimental and control groups (20 each). Research instruments were the Samuels Academic Resiliency Questionnaire (2004) and Cooper Smith Self-Esteem Questionnaire (1967). The mindfulness-based stress reduction program was administered only to the experimental group during eight ninety-minute sessions. Data were analyzed using multivariate covariance test. Results showed that mindfulness-based stress reduction program had a positive effect on academic resilience and its components as well as on self-esteem and its components (except for family self-esteem component) (P <0.001). As a result, mindfulness-based stress reduction program was effective in increasing self-esteem and academic resiliency.
Mania Isabakhsh; Ali Akbar Seif; Fariborz Dortaj
Volume 12, Special Issue , June 2018, , Pages 69-77
Abstract
This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected ...
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This survey is done in order to determining the effect of emotional regulation on academic resilience and test anxiety of high school female students. The method of this study is a kind of pre and post-test experiment with group control. For this purpose, 40 students from 31 schools were selected after performing the screening pre-test and put into two groups (group one: with emotion regulation trainings, group two: without training) randomly. The first group then received ten training sessions while the other did not get any training. For pre and post-tests, academic resilience and test anxiety questionnaires were applied. Data then were analyzed using Analysis of Covariance test. Results showed that emotional regulation is effective on reducing test anxiety and enhancing academic resilience.
