Journal of Research in Educational Systems

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 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.

Abstract The purpose of this study is to investigate the role of media literacy in predicting attitudes toward e-learning of students and professors in the corona. The present study was applied in terms of descriptive-survey research method. The statistical population of the study includes all students and professors of Payame Noor University of Kerman, of which 473 (366 students and 107 professors) were selected by stratified random sampling. Data collection tools included Seyed Taghavi (2007) e-learning attitude questionnaire and phalsafi media literacy (2014). Data were analyzed using one-sample t-test, Pearson correlation coefficient and multiple regression. Findings showed that the attitude towards e-learning among students, professors and the whole research sample with a significance level of less than 0.05 is significantly higher than the average (4) (P <0.05). The status of media literacy among students, professors and the whole research sample with a significance level of 0.001 is significantly higher than the average (3) (P <0.01). There is a positive and significant relationship between media literacy and attitudes toward e-learning in students and professors during the Corona era (P <0.01). The media literacy variable positively and significantly predicted the attitude towards e-learning in students and professors during the coronation period (p <0.01, β = 0.81). Based on the results, it is possible to increase the media literacy skills of students and professors by holding training courses to create a positive attitude towards e-learning.

Abstract The benchmark for any media literacy training program is the critical exposure of students to their own use of the media, in order to decipher information received from various media and enhance their ability to independently judge media content. Regarding the knowledge structures of media literacy, the five main components of literacy, the emphasis on media content derived from communication theories, was the curriculum design. In the 15-syllabus curriculum, the teaching of media literacy teaching from different media (newspaper, article, book, animation, cartoon, promotional video) was used in the classroom. The present study was applied in terms of the method of data collection in semi-experimental (semi-experimental). In this method, two experimental and control groups have been selected and evaluated. And in a method based on the dialogue and the formation of a study circle for 60 people at the base of the sixth elementary school boys' guards witnessed a single argument, was carried out in 1395. The sample size is divided into groups of 30 in two classes, which are divided into two groups of control and testing. The results of this study indicate that the students of the experimental group compared to the control group students according to the training provided to them; with 99% confidence in media skills, media message analysis, ability to produce and the transmission of media messages, critical thinking in using the media, were at a higher level of media literacy skills.