The Role of Virtual Social Networks and Interaction Patterns of Teachers with Students in Predicting Learning Strategies of Secondary School Students

The aim of present research was determine the role of virtual social networks and interaction patterns of teachers with students in predicting learning strategies of secondary school students. This study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The study population was the secondary school students of Babol city in the 2018-19 academic years with number 15300 people, which according to the Cochran's formula the sample size was calculated 374 people who were selected by multi-stage cluster sampling method. To collected data used from the Pintrich & DeGroot learning strategies scale (1990), Savita & Liyaqat virtual social network questionnaire (2018) and Wubbels & et al interaction patterns of teachers with students scale (1993). Data were analyzed by methods of Pearson correlation coefficient and multiple regression with stepwise model in SPSS software version 20 at a significance level of 0.05. The results of analysis showed that virtual social networks and interaction patterns of teachers with students had a positive and significant relationship with the learning strategies of secondary school students. Also, virtual social networks and interaction patterns of teachers with students played a significant role in predicting their learning strategies (p < 0.001). According to the results to improve the learning strategies of secondary school students can increase the rate use of virtual social networks and improve the interaction patterns of teachers with students through workshops.