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Students represent a society’s most valuable human capital, as societal success hinges on their academic performance. The academic performance serves as a key metric for assessing the efficacy of an educational system, with academic vitality playing a pivotal role in addressing educational challenges. Academic vitality, by fostering educational creativity, can enhance academic performance. Self-directed learning, predicated on the learner’s selforganization in terms of metacognitive beliefs, motivational beliefs, and learning behaviors, has gained prominence in today’s rapidly changing, technology-driven world. Despite previous research highlighting the importance of self-directed learning in education, questions remain about the impact of online self-directed learning on students’ academic performance and vitality. Online education presents an opportunity to address societal crises through widespread implementation in educational systems. Therefore, it is imperative to identify its effects and employ effective educational methodologies. Research Questions or Hypothesis 1. Online self-directed training has a significant effect on students' academic performance. 2. Online self-directed training has a significant effect on students' academic vitality.

The present research method was experimental with a pre-test - posttest design with a control group. The research population included second-grade high school female students in Sari city during the academic year 2022-2023. The research sample size was 34 students (17 in each group) who were selected by accessible sampling method and randomly divided into experimental and control groups. The research tools were the academic performance questionnaire by Fam and Taylor (1999), the academic vitality questionnaire by Dehghani-Zadeh and Hosseinchari, and the self-regulated learning training based on the protocol presented by Jafari and colleagues (2022). It should be noted that this intervention was carried out virtually on the Shad network outside the curriculum in 16 sessions over 2.5 months. There were two sessions per week, and each session lasted a maximum of 35 minutes.

To investigate the existing differences, the results of the univariate and multivariate covariance analysis on the dependent variables have been presented. The obtained results showed that there is a significant difference between the experimental and control groups in terms of at least one of the sub-scales of students’ academic performance. Furthermore, self-regulated learning training can lead to improvement and increase in academic vitality in the experimental group.

It can be argued that providing training on time management, homework tasks, goal setting, and teaching resources, which are sub-scales of academic performance, has influenced the formation of a positive concept of oneself as an efficient learner and has improved academic performance. Regarding the sub-scale of emotional effects, it can be mentioned that desirable academic performance requires the perception of positive emotions and the absence of self-doubt and unworthiness, which is rooted in the feeling of inability or lack of skill in managing these emotions. One of the influential results of the present study in curriculum studies is that self-directed training, which leads to an increase in self-control and self-management, could potentially accompany emotional control and management for the student. Also, regarding the effectiveness of the self-directed educational intervention on the motivation sub-scale, it can be said that the root of improving academic performance goes back to incentives such as academic advancement, having a suitable social position, success in society, and peace of mind, which can be pursued through curricula. In this regard, the presented intervention somewhat tried to discuss the sources of motivation, especially intrinsic motivation, and to converse with the students to activate it. In addition to this, focus was placed on teachings such as academic arousal and enjoyment of learning. In this regard, new studies indicate that the use of educational techniques such as games and interactive learning, which are accompanied by the enjoyment of learning, can improve the motivation related to educational performance. Considering that the presented intervention took place in a limited time and its results were examined, it may not have been able to reveal the long-term effects of the intervention. In explaining the effectiveness of the online self-directed learning method, it can be said that the self-directed learning processes of students using internet communication technology help collaborative learning. Based on the results, it is suggested that self-direction in virtual learning be taught to students. It is also suggested that self-directed education be included in the topics of educational courses and inservice training of teachers so that they can master it and provide the context for teaching it to students.

Cognitively-guided instruction is an approach in math teaching based on metacognition which emphasizes discovery and uses language and conversation of math. CGI explains how the students can develop their math understanding while benefiting from a minimum prior math knowledge and interaction with other students. The present research is applied and quasi-experimental. Population of the research included fourth-graders in elementary school of the first district of Arak with a sample of 50 participants chosen via tow step clustered sampling to be put into two experimental and control groups. After conducting the pre-test of math anxiety, learning and instruction were conducted according to cognitively-guided instruction in five 45-minute sessions in the control group, and ordinarily in the experimental group. To investigate any change in learning factor, the students’ capability of math problem-solving were compared; to investigate anxiety, the Mathematics Anxiety Scale for Children (MASC) was employed. To analyze results of Self-direction in learning, the expert analysis method, and to analyze data from the anxiety questionnaire, the Analysis of covariance (ANCOVA) were used. The findings showed that the cognitively-guided instruction positively affected learning and recalling, and anxiety in math classes. This method facilitates learning and recalling of mathematics and reduces anxiety in math.

The aim of this study was to investigate the effect of reverse teaching of experimental sciences on self-direction and academic performance of primary school students. The method of the present study was quasi-experimental with pretest and posttest with a control group. Participants in the study were 60 sophomores, who were selected by convenience sampling and randomly divided into experimental and control groups. To collect information, a students' self-strategy assessment questionnaire with a reliability of 0.82 for the whole test and with face and content validity approved by experts was used. Data were analyzed using descriptive and inferential statistics under SPSS software. Findings from analysis of covariance showed that the inverse class could have a significant effect on the variable of self-direction and each of its components, namely self-management, willingness to learn and self-control. Also, the mean scores of students in pre-test and post-test in the experimental group were significantly different from each other that the mean scores of self-direction and academic performance of students trained through the reverse class were higher.

The purpose of this study was to investigate the effect of self-directed on personal knowledge management of school managers. The research method was descriptive survey and the research tools were the self-directed scale of sheikhnezami and the personal knowledge management scale of Bagheri. Validity of the questionnaires was calculated using Case's analysis and its reliability was calculated using Cronbach's alpha method, which was 0.85 for self-directed and 0.92 for personal knowledge management. Data were analyzed using descriptive statistics and inferential statistics including linear regression analysis and multiple regression analysis using SPSS software and path analysis using Lisrel software. Findings showed that self-directed have a significant effect on personal knowledge management of school managers. Self-directed dimensions including self-education, time management, communication skills, document management, professional growth planning, and attention to physical and mental health have a positive and significant effect on personal knowledge management in Lamard schools managerss. The simultaneous effect of variables in the final model using multiple regression and path analysis showed that all self-directed dimensions have a positive and significant predictive value for personal knowledge management in managers of Lamerd city schools.

The purpose of this study was to investigate the effect of group training on anger management on self-directed learning of first-year students. The pre-test-posttest with control group was a quasi-experimental research. The statistical population of the study consisted 302 students of Molavi Kord High School in Ravansar city in the academic year of 2016-2017. The research sample consists of 30 students who have been selected through targeted and available sampling among high anger students. Then, they were randomly assigned to two experimental groups (15 people) and control group (15 people). First, self-directed questionnaire of Fisher and et al (2001) was presented as a pre-test to the students of both groups (test and control) and the data were analyzed. Then, anger management training program was presented to the students of the experimental group in six seventy-seven (two-weekly sessions) sessions, but the students in the control group did not receive any training. In the end, a questionnaire for measuring anger control skills and a self-directed self-directed questionnaire as a post-test questionnaire were presented to both groups. Statistical data were analyzed using independent T-test, size-effect formula and covariance analysis. Findings and results showed that implementation of anger management skills training program can increase self-directedness and reduce anger among students.