دانشگاه اصفهان پژوهش نامه روانشناسی مثبت 2476-4248 9 1 2023 06 22 The Relationship Between Modern Education (Electronic and Blended), Academic Engagement and Academic Well-Being with Academic Performance رابطه بین آموزش‌های نوین (الکترونیک و ترکیبی)، درگیری تحصیلی و بهزیستی تحصیلی با عملکرد تحصیلی 87 106 27598 10.22108/ppls.2023.132331.2258 FA حسین نجفی استادیار گروه علوم تربیتی- دانشگاه پیام نور-تهران-ایران Journal Article 2022 01 30 The purpose of this study was to investigate the independent, interactive and adaptive relationships of electronic and blended approaches, academic engagement and academic well-being with students' academic performance. In so doing, 140 individuals were selected as a sample based on three stages of theoretical, practical and theoretical-practical training, using stratified random sampling and based on Morgan and Karjesi's table. To conduct the research study, a researcher-made questionnaire of electronic-composite approach and a standardized questionnaire of academic engagement and academic well-being, along with academic performance in the form of three test scores were used. Moreover, stepwise regression was used for correlation. There was a relationship between electronic-composite approach, academic involvement and academic well-being with academic performance in the first stage. In the second and third stages and in the form of interactive relationships, the blended approach, as compared to the electronic approach, had a positive relationship with academic engagement, academic well-being and academic performance. However, in the form of an amendment, it was negative. Therefore, the blended approach from an independent and interactive perspective, compared to the electronic approach, had a greater impact on academic engagement, academic well-being and academic performance due to the emphasis on multimedia and educational interaction. Moreover, the electronic approach, as an adjustment due to the instrumental and result-oriented approach to education, had little relationship with the above three variables, while it had the highest relationship with behavioral involvement. Introduction In this study, academic well-being and academic involvement were considered as personality factors and the approach of electronic and blended education as environmental factors affecting academic progress. Tiomini et al. (2012) considered academic well-being as a factor that improved the relationship between the school environment and students. Academic engagement is also considered one of the components of academic well-being. The lack of students' engagement in homework is considered one of the challenges of educational systems, and the engagement in homework has an impact on the learning process. Based on this, the present study investigates the independent, interactive and moderating relationship of electronic and blended learning, academic well-being and academic engagement with academic performance. Method The statistical population included the students of educational sciences at Payam Noor University, Khalkhal Center, Iran. A number of 140 individuals were selected as a sample using stratified random sampling method and with the help of Karjesi and Morgan table. From the scores of the first (step1), second (step2) and final exams (step3), academic performance data were obtained. The researcher-made questionnaire of the electronic and blended approach of 40 questions and two standardized questionnaires of Zarang's academic engagement (2011) and Tomini's academic well-being was also used. To carry out the study, step1 and 2 were conducted in the form of three teaching models: theoretical (first step), practical (step2) and a combination of theoretical and practical ones (step3) for 18 sessions. Finally, correlation coefficient and step-by-step regression were used to analyze the research data in SPSS version 21. Results Table 1 shows the correlation coefficient between electronic- blended education, academic well-being and academic engagement with academic performance in Step1. Table 1 Correlation between Variables Step 1 P-Value 7 6 5 4 3 2 1 Steps Row 0.72 - Blended Education step1 1 0.63 - 0.18** Electronic Education. step1 2 0.63 - 0.21** 0.19** behavioral engagement. Step1 3 0.73 - -0.32** 0.21** 0.45** cognitive engagement. Step1 4 0.72 - 0.67** -0.24** 0.24** 0.30** motivational engagement.Step1 5 0.72 - -0.40* 0.37** -0.24** 0.41** 0.31** academic well-being Step1. 6 0.78 - 0.48** 0.34** 0.46** -0.30** 0.31** 0.58** The first test. Step1 7 0.01 -** P < * P <0.05 In the first step, there was a positive relationship between blended and electronic education, academic engagement and academic well-being with academic performance and a negative relationship with behavioral engagement. Then Table 2 shows the correlation coefficient between the variables of step 2 and 3. Table 2 Correlation Coefficient Between Variables Step 2 and 3 P-Value 5 4 3 2 1 Steps Row 0.86 - 0.16** 0.37** blended education step2 1 0.64 - 0.60** 0.34** 0.22** electronic education step2 2 0.69 - -0.32** 0.12**- 0.2**- 0.03* academic engagement step2 3 0.70 0.38**- 0.41** 0.43** 0.15** 0.18** academic well-being step2. 4 0.78 0.38**- 0.18** -.05 0.2**- 0.11- The second test. Step2 5 P-Value 5 4 3 2 1 Steps Row 0.83 - 0.9** 0.42** blended education step3 1 0.66 - 0.60** 0.56** 0.22** electronic education step3 2 0.54 - 0.14**- 0.12**- 0.07- 0.20**- academic engagement step3 3 0/76 0.25**- 0.42** 0.43** 0.26** 0.19** academic well-being step3 4 0/78 0.06** 0.18** -.05 0.03 0.14*- The second test Step3 5 * P <- 0.05** P <0.01 Based on the results of the second step in the form of practical teaching, the blended education in step 2 and 3 has a positive relationship with academic performance, academic well-being and academic engagement. Nevertheless, the electronic education in Step 2 and 3 was not correlated with academic performance, academic well-being and academic engagement. Finally, Table 3 shows the simultaneous or interactive and moderating relationship between blended e-learning, academic well-being and academic engagement with academic performance. Table 3 Step by Step Regression Analysis of Variables Step 1,2 and 3 practical teaching (3) theoretical practical teaching (2) theoretical teaching(1) Variables Step B SE B β B SE B β B SE B Β 0.17 0.17 0.9** 4.44- 0.12 0.19** 0.28 0.09 0.28** Blended Education+ academic well-being Step1 0.17 0.14 0.11** 0.26 0.10 0.18** -4.49 0.07 0.19* Blended Education+ academic well-being -Electronic step2 0.17 0.12 0.13** 0.19 0.06 0.22** o.47 0.06 0.49** Blended Education+ academic well-being *Electronic step3 p< 0.01** 0.05* - p < As in Table 3, the interactive relationships between the blended and electronic approach in steps 1,2 and 3 with the blended approach was negative (β₍-13₎=0.001 p=0.001≤0.01) and (β₍-14₎=0.001 p=0.001≤0.01). Also, there were interactive relationships between the blended and electronic approach for behavioral involvement in steps 1, 2 and 3 respectively (β₍18₎=0.001 p=0.001≤0.01); (β₍18₎=0.001 p=0.001≤0.01) and (β14₎=0.001 p=0.001≤0.01) and academic performance for steps 2 and 3 respectively (β₍16₎=0.001 p=0.001≤0.01) and (β₍-12₎=0.001 p=0.001≤0.01). Another finding of the study was that the blended approach in the use of academic engagement in steps 3 had adaptive effects. These adaptive effects were negatively related to behavioral engagement(β₍-14₎=0.001 p=0.001≤0.01) and positively to cognitive engagement. (β₍28₎=0.001 p=0.001≤0.01). However, the blended approach was not related to academic engagement in the second test and step 2. Also, the relationship between the blended approach and motivational engagement was positive in steps 2 and 3 (β₍15₎=0.001 p=0.001≤0.01) and (β₍15₎=0.001 p=0.001≤0.01) respectively. Conclusion The purpose of the research was to investigate the independent, interactive and adaptive relationship of electronic and blended education, academic well-being and academic engagement with students' academic performance. The preliminary findings of the research showed that the electronic-blended education approach had a positive and significant relationship with academic well-being, academic engagement and academic performance in three stages. However, the electronic education alone in these stages did not show correlation with academic well-being and academic performance variables. The results of this part of the study are consistent with the results of Najafi (2019b) and Esfajani (2018). In explaining this section, it can be said that the electronic and blended approach, due to the use of multimedia based on multi-sensory, increases the academic engagement and finally leads to the improvement of students' academic performance. Another finding of the present study about the interactive and simultaneous relationships of the blended and electronic approach with academic well-being, academic engagement and academic performance in the second and third stage showed a high correlation. Nonetheless, the results of the adjustment relationships of the electronic and blended approach in all three stages showed that the electronic approach played a passive role compared to the use of behavioral engagement and academic well-being when the blended approach was weak. The results of this part of the research study are in agreement with the findings of Steven et al. (2018) and Zhang and Hong (2019). One possible explanation is that the electronic approach has an effect on academic performance due to the use of multimedia. However, due to the emphasis on the cognitive load of the content, it did not have a significant effect on academic involvement and academic well-being. Also, the blended approach causes academic engagement and increases academic well-being and due to combining the strengths of the two methods of face-to-face and electronic education and improves the academic performance of students. Ethical Consideration. Compliance with Ethical Guidelines All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Payame Noor University. Authors’Contributions: All steps of the article are done by the author of the article. Conflict of Interest The authors have no conflict of interest. Funding This study was conducted with no financial support. Acknowledgment The authors would like to thank all participants for their time and contribution to the study *. Corresponding author آموزش الکترونیک و ترکیبی به عنوان رویکرد های نوین آموزشی به دلیل استفاده از فناوری های نوین و کاربرد تعامل در فرایند آموزش و دو سازه درگیری تحصیلی و بهزیستی تحصیلی به عنوان عوامل انگیزش بخشی به یادگیری دارای اهمیت هستند. بنابراین هدف مطالعه حاضر، بررسی روابط مستقل، تعاملی و تعدیلی دو رویکرد الکترونیکی و ترکیبی، درگیری تحصیلی و بهزیستی تحصیلی با عملکرد تحصیلی دانشجویان نظام آموزش از دور بود. در این پژوهش آزمایشی مبتنی بر سه موج آموزشی در قالب آموزش نظری، عملی و نظری- عملی، از بین220 نفر جامعه آماری، با استفاده از روش نمونه گیری تصادفی طبقه ای و بر اساس جدول مورگان و کرجسی140 نفر به عنوان نمونه انتخاب شدند. برای انجام پژوهش از پرسشنامه محقق ساخته رویکرد الکترونیک- ترکیبی و پرسشنامه استاندارد شده درگیری تحصیلی و بهزیستی تحصیلی، به همراه عملکرد تحصیلی در قالب نمرات سه آزمون استفاده شد. برای وجود ارتباط از آزمون همبستگی و برای تبیین از رگرسیون گام به گام استفاده شد .بین رویکرد الکترونیکی – ترکیبی، درگیری تحصیلی(به جزء رفتاری) و بهزیستی تحصیلی با عملکرد تحصیلی در موج اول رابطه وجود داشت. در موج دوم و سوم و در قالب روابط تعاملی، رویکرد ترکیبی در مقایسه با رویکرد الکترونیکی با درگیری تحصیلی، بهزیستی تحصیلی و عملکرد تحصیلی دارای رابطه مثبت بود،؛ اما در قالب تعدیلی، منفی بود. بنابراین، رویکرد ترکیبی از منظر مستقل و تعاملی در مقایسه با رویکرد الکترونیکی به دلیل تاکید بر چندرسانه ای ها و فرامتن ها بر درگیری تحصیلی، بهزیستی تحصیلی و عملکرد تحصیلی تاثیر بیشتری داشت.

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