نشریه پژوهش در روش های آموزش
سال سوم شماره 1 (پیاپی 9، بهار 1404)

The increasing trend of using the Internet and social media has fundamentally changed education. Controversies about the advantages and disadvantages of using the Internet and social media and their impact on learning have become one of the most important topics in higher education. The present study, by using a definition of face-to-face and virtual instruction and the combination of these two networks - the theory of media convergence and the theory of the actor - has tried to contrast and combine these two types of instructions in the university. Using the method of narrative analysis - the narrative of students as the main beneficiaries and users - on the effectiveness and efficiency of both types of instructions styles at Farhangian University of Sanandaj and with a purposive and criterion-based preferential sampling - 18 people - this issue was analyzed. The results obtained from semi-structured interviews with Brown and Clark's six-step analysis and in the form of main themes - competition over the field of education, dehumanization of instruction, improving educational quality, Corona and the spread of virtual instruction and hybridization of education - showed that the narratives of the interviewees are different and sometimes contradictory, considering their experience of using social media in learning and teaching. They believe that there is a confrontation and competition between the two styles of in-person and virtual instruction in universities and with the spread of Corona, virtual instruction has gained superiority. In this regard, some interviewees stated that the increasing trend of virtual instruction and the use of virtual media have moved towards the dehumanization of education, and this has presented education with challenges. Therefore, most interviewees, emphasizing the combination and use of both educational styles, see the solution to overcome the challenges and problems of both methods in multimedia and hybridization of education.

This research was conducted with the aim of predicting academic adjustment based on self-regulated learning, academic self-efficacy and academic-psychological ability. The descriptive research method is correlation one. The statistical population was 21,319 male students in the second year of high school in Qom in 2024. A sample of 380 students was selected from the mentioned community by a multi-stage cluster method to answer the questionnaires on academic adjustment by Baker and Seriak (1984), self-regulated learning by Bouffard et al. (1995), academic self-efficacy by Zazhakova et al (2005), and Shafiabadi et al.'s academic-psychological ability (2009). Data analysis was done using multiple regression analysis and SPSS 26 software. The findings showed that self-regulated learning, academic self-efficacy and academic-psychological ability can predict academic adjustment (p<0.05). According to the eta coefficients, self-regulated learning (21.5%), academic self-efficacy (9.9%), and academic-psychological ability (19.5%) predict the changes in academic adjustment. Therefore, in order to increase academic adjustment in students, it is necessary to focus on learning self-regulation, academic self-efficacy and academic-psychological ability.

Students who take Entrance examination experience different challenges in their academic path in the Entrance examination year. One of the most important obstacles to their success is academic burnout. Based on this, the current research seeks to find a causal model of academic burnout based on psychological flexibility and self-direction with the mediation of mindfulness in entrance exam students. For this purpose, among the 805 entrance exam students of Malekan city, 264 people were selected according to Morgan’s table and with the proportional stratified random method, and completed  the academic burnout questionnaires of Moslesh (1981), psychological flexibility of Ben Itzhak, Bluevstein and Moore (2014), Self-leadership completed Houghton and Neck (2002) and mindfulness by Bauer et al. (2006). The obtained data were tested using with SMORT-PLS software and structural equation modeling with partial least squares (PLS). The results indicated the direct effect of psychological flexibility and self-direction on academic burnout, as well as their indirect effect through mindfulness on academic burnout. According to the obtained results, by increasing the level of psychological flexibility and self-direction of entrance exam students, it is possible to prevent them from suffering from academic burnout or reduce their level of academic burnout.

Teachers can be the most influential individuals in society, and job satisfaction can impact their personal lives and improve their work quality. The aim of this research was to study the relationship between locus of control, education level, social capital, and years of service on job satisfaction. The research method was descriptive and correlational. The statistical population included 340 high school teachers from Aran and Bidgol County. The sample size was 85 (determined using G*power software). The sampling strategy used was simple random sampling. Standard questionnaires for social capital by Nahapiet and Ghoshal, locus of control by Rotter, and job satisfaction by Sator were used. To collect data, Cronbach's alpha for the questionnaires, obtained through a pilot study on 30 individuals, was as follows: social capital questionnaire, 0.944; locus of control questionnaire, 0.846; and job satisfaction questionnaire, 0.885. The results of the one-sample t-test showed that the average internal locus of control was 12.44, higher than the cutoff score of 9, indicating an external locus of control among teachers. Additionally, the levels of social capital and job satisfaction were above the cutoff score of 3, indicating favorable conditions for social capital and job satisfaction among teachers. The findings revealed that only social capital significantly affected job satisfaction, explaining 24.4% of the variations in job satisfaction in the model. Consequently, teachers with strong social connections in their professional communities experience higher levels of job satisfaction due to increased support, collaboration, and shared resources.