Investigating the relationship between blended learning and feeling of rejection with academic performance in Payam Noor University students with the mediating role of academic enthusiasm | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| Volume 3, Issue 2 - Serial Number 8, August 2023, Pages 1-10 PDF (448.84 K) | ||
| Document Type: Original Article | ||
| DOI: 10.30473/t-edu.2023.69110.1106 | ||
| Author | ||
| hossien najafi* | ||
| Assistant Professor, Department of educational sciences, Payame Noor University, Tehran, Iran. | ||
| Abstract | ||
| The present study aimed to investigat the relationship between blended learning and feeling of rejection with academic performance in Payam Noor University students with the mediating role of academic enthusiasm. The research was done descriptively and survey. The statistical population was 743 students of Khalkhal Payam Noor University that 248 people were selected as a sample using available sampling method and with the help of Morgan's table. To collect the data, Amand et al’s blended education made-researcher and feeling of rejection (2020) and Wang et al’s academic enthusiasm (2011) questionnaires, and the students’ grades at the end of the academic semester were used. Correlation coefficient was used to explain the relationships between variables and structural equations were used for modeling. Initial finding showed the correlation coefficient between belended education and academic enthusiasm with academic performance (0.369. and 0.386) with a positive relationship, but between belended education and feeling of rejection with academic performance (-0.212) with a negative relationship. The findings of the structural analysis also showed the positive effect of belended education with the mediating role of academic enthusiasm on academic performance (β= 0.37), but the negative effect of the feeling of rejection with the mediating role of academic enthusiasm on academic performance (β= -0.28). The final result was that blended education along with academic enthusiasm as a mediating factor reduced the negative effects of feeling of rejiection on students’academic performance. | ||
| Keywords | ||
| Blended Learning; Feeling of Rejection; Academic Performance; Academic Enthusiasm | ||
| References | ||
|
اسفیجانی، اعظم. (1397). بررسی تأثیر آموزش ترکیبی بر عملکرد تحصیلی و رضایت دانشجویان. رویکردهای نوین آموزشی،13(1)، 45-65.
جدیدی، سما. (1398). نقش واسطهای اشتیاق تحصیلی در رابطه بین کمکطلبی تحصیلی و سازگاری تحصیلی دانشآموزان. رویش روانشناسی، 8 (۱۲)، ۱۰۷-۱۱۴.
سعید، نسیم. (1398). تأثیر یادگیری ترکیبی بر خودتعیینگری و اشتیاق تحصیلی دانشجویان. رویکردهای نوین آموزشی، 14(2)، 67-86.
سیدکلان، سیدمحمد؛ ملکی آوارسین، صادق و نجفی، حسین. (1396). فراتحلیل رابطه هوش هیجانی و پیشرفت تحصیلی در پایگاههای اطلاعات فارسی زبان. آموزش و ارزشیابی، 10(40)، 129-149.
قدمپور، عزتاله؛ قاسمی پیربلوطی، محمد؛ حسنوند، باقر و خلیلی گشنیگانی، زهرا. (1396). ویژگیهای روانسنجی مقیاس اشتیاق تحصیلی دانشآموزان. اندازهگیری تربیتی، 8(29)،167-184.
روا، سلیمه و فراشبندی، رضا. (1400). راهکارهای افزایش اشتیاق تحصیلی در بین دانشآموزان دوره ابتدایی در زمان پاندومی کرونا. نخستین همایش ملی ایدههای کاربردی در علوم تربیتی، روانشناسی و مطالعات فرهنگی، نخستین همایش ملی ایدههای کاربردی در علوم تربیتی، روانشناسی و مطالعات فرهنگی، بوشهر.
نجفی، حسین. (a1402). بررسی رابطه بین احساس عدم پذیرش، سلامت ذهنی، اثربخشی آموزشی و پیشرفت تحصیلی در نظام آموزش از دور. راهبردهای آموزش در علوم پژشکی، پذیرش مقاله.
نجفی، حسین. (b1402). بررسی رابطه بین آموزشهای نوین (الکترونیک و ترکیبی)، درگیری تحصیلی و بهزیستی تحصیلی با عملکرد تحصیلی در محیط نظام آموزش از دور. پژوهشنامه روانشناسی مثبت، 9(1)،87-106.
نجفی، حسین. (1401). بررسی اثربخشی راهبردهای کمکخواهی تحصیلی بر بهزیستی تحصیلی، درگیری تحصیلی و عملکرد تحصیلی. پژوهشهای تربیتی، 10(۴۴)، ۲۰۲-۲۱۵.
نجفی، حسین. (1400). برنامهریزی آموزش از راه دور. تهران: انتشارات دانشگاه پیام نور.
نجفی، حسین. (1397). مقدمهای بر یادگیری ترکیبی. اصفهان: انتشارات جهاد دانشگاهی.
Arslan, G. (2016). Relationship between Sense of Rejection, Academic Achievement, Academic Efficacy and Educational purpose in High School Students. Education and Science, 41(183),293-304.
Akgündüz, D & Akınoğlu, O. (2017). The impact of blended learning and social media-supported learning The academic success and motivation of the students in science education. Education and Science, 42(191),69-90.
Amand, J .Boily, R. Bowen, F. Smith, J. Janosz, M & Verner-Filion J. (2020). The Development of the French Version of the Psychological Sense of School Membership (PSSM) Questionnaire: An Analysis of its Structure, Properties and Potential for Research with at-risk Students. Interdisciplinary Education and Psychology, 2(3),1-22.
Babakhani, N. (2014). Perception of Class and Sense of School Belonging and Self-Regulated Learning: A Causal Model. Procedia - Social and Behavioral Sciences,116(19),1477-1482.
Cemallar, Z. (2010). Schools as Socialization Contexts: Understanding the Impact of school Climate Factors on Students’ Sense of School Selonging. Applied psychology,59(2),243-272.
Ceylan,V.K. & Kesici, A.E. (2017). Effect of Blended Learning to Academic Achievement. Journal of Human Sciences,14(1),308-320.
Eryılmaz, A & Aypay, A.(2011). Relationships of High School Sdutent’Subjective Well-Being and School Burnout. International Online Journal of Educational Sciences,3(1),181-199.
Hull, D. (2017). Motivation, Accountability and Self-Regulation in Blended Learning for Management Education, Hong Kong: City University of Hong Kong.
Kazu, I. Demirkol, M. (2014). Effect of Blended Learning Environment Model on High School Student Academic Achievement, TTJET, 13(3),78-91.
Kuo,Y. Belland, B. R. Schroder,E. E. & Walker, A. E. (2015). K-12 Teachers’ Perceptions of and Their Satisfaction With Interaction type in Blended Learning Environments. Distance Education, 35(3),360-381.
Kuh, D. Kinzie, J. Buckley, J. A. Bridges, B. K. & Hayek, J. C. (2021). What matters to student success: A review of the literature: National Postsecondary Education Cooperative (Retrieved from What Matters Student Success. Kuh, July, pdf).
Najafi, H. (2019). From E Learning To Blended Learning, Germany: Lambert.
Setiawan, A. Martono, T & Gunarhadi, D. (2018). The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA). Educational of Learning, 12(2),236-243.
Telef, B & Ergün E. (2013). Self-efficacy as a predictor of high school students’ subjective wellbeing. Kuramsal EğitimbilimDergisi, 6(3),423-433.
Wang, M. T. Willett, J. B. & Eccles, J. S. (2011). The Assessment of School Engagement: Examining Dimensionality and Measurement Invariance by Genderand Race/Ethnicity. Journal of School Psychology, 49(3),465-480.
Zhaoliang, A. Zhang, B. Xiaoqiang, M & Fengmiao, G.(2020) .The Role of Mental Health and Sustainable Learning Behavior of Students in Education Sector Influences Sustainable Environment. Frontiers in Psychology,13(4),1-15.
Zyngier, D. (2021). Conceptualizing student engagement: Doing education.Cogent Psychology, 4(1),134-141. | ||
|
Statistics Article View: 541 PDF Download: 381 |
||