Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19

https://doi.org/10.35912/jshe.v2i3.1051
Published: Jun 7, 2022

Abstract:

Purpose: The aim of this study was to investigate the relationship between virtual education and mobile learning on students' academic self-handicapping during the outbreak of COVID19.

Research Methodology: The present study is a descriptive study of correlation type. The statistical population includes all primary school students in Zabol city. Using Cochran's formula and Morgan’s table and cluster random sampling method, 277 people were selected as the research sample. Data were collected using the Jones & Rudwalt (1982) Academic Self-handicapping Scale Questionnaire, Mobile Learning Ability Questionnaire, and Virtual Learning Questionnaire.

Results: The results of statistical analysis indicate that there is a positive and significant relationship between students’ academic disability and virtual education. The intensity of this relationship is very strong and virtual education has the power to predict academic self-handicapping(P?0.05). Besides that, there is no significant relationship between students’ academic disability and mobile learning.

Conclusion: Therefore, we conclude that students who are more prone to academic disability are less likely to participate in the classroom.

Limitations: One of the most important limitations of the present study is that due to the timing of the conference, researchers did not have enough time to conduct follow-up tests to sustain the impact of brain teasers.

Keywords:
1. Academic disability
2. Mobile-learning
3. Outbreak of COVID-19
4. Students
5. Virtual education
Authors:
1 . Sophia Khaneghahi
Department of Psychology, Zahedan Branch, Islamic Azad University, Zahedan, Iran
2 . Fatemeh Nasripour
Educational Psychology, Islamic Azad University, Zahedan, Iran
3 . Mohammad Aref MahmoudZehi
Educational Psychology, Islamic Azad University, Zahedan, Iran
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How to Cite
Khaneghahi, S. ., Nasripour, F. ., & MahmoudZehi, M. A. . (2022). Investigating the relationship between e-learning and mobile learning on students’ academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269–281. https://doi.org/10.35912/jshe.v2i3.1051
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Issue & Section
Vol. 2 No. 3 (2022): May
Articles
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References

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    Vatanparast, M, Royani, Z, Ghasemi, H, (2016), A Survey of Nursing Students' Attitudes Towards Virtual Education in 2009, Journal of Nursing Education, Volume 5, Number 1, April and May 1995, 53-61.

    Yousefvand, M., Zarei, P., (2018), Predicting Students' Academic Disability Based on Anxiety Coping Styles, 12th National Congress of Pioneers of Progress, Tehran.

    Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On', The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example.

  1. Anarinejad, A., Mohammadi, M. (2014), Practical indicators of e-learning evaluation in Iranian higher education. University Journal of E-learning (Media), (1) 16, 1-10.
  2. Askari, M., Mirani Sargazi, N., Fakhimpour, M. (2020). A Study of the Performance of the School of Television Education Network during School Holidays Due to Covid's Disease from the Perspective of Parents and Primary Teachers, Sixth National Conference on Humanities and Management Studies.
  3. Babaei, M. (2012). Evaluation of Mobile Learning Admission in Iranian Universities. Master Thesis. Shiraz University, Faculty of Engineering.
  4. Bahrami, F, Amiri, M. (2020). The role of quality of educational environment in academic self handicapping through mediation of academic procrastination and academic optimism. Journal of Educational Psychology Studies, 17 (39), 52-23.
  5. Bahramsari, S., Naeini, M. (2020), The study of the relationship between self-disability and unstable self-esteem and fear of negative evaluation with students' academic achievement, The second scientific conference on psychology, counseling, educational sciences and social sciences and humanities.
  6. Bohloli, M. (2019). The study of the desire of students and graduates of Master of Educational Technology in the use of mobile education. Master Thesis of Educational Technology, Islamic Azad University, Shiraz Branch.
  7. Chen, S., Yang, J., Yang, W., Wang, C., Bärnighausen, T. (2020). COVID-19 control in China during mass population movements at New Year. The Lancet, 395(10226), 764-766.
  8. Chipps, J., Brysiewicz, P., Mars, M. (2012). A systematic review of the effectiveness of videoconference?based tele ? education for medical and nursing education. Worldviews on Evidence?Based Nursing, 9(2), 78-87.
  9. Dastour, M. (2012). Evaluation of the effectiveness of educational programs of Sima Education Network on the audience (A case study of Payame Noor University students). Radio and Television Quarterly, 8 (19). 142_166.
  10. Dampur, A, S., Yusufvand, M., & Rajabi, H. (2018). The role of academic optimism and metacognitive beliefs in predicting academic self handicapping. Journal of Psychological Studies Educational, (208) 3, 1-10.
  11. Deireh, A., Dehghani, Y., & Sourshajani, N, K. (2016), A study of the relationship between academic self handicapping, neurotic personality traits and test anxiety on learning motivation of high school students in Karaj, First International Conference on Psychology and Social Sciences, Tehran.
  12. Eliasson,J.(2013). Tools for Designing Mobile Interaction with the Physical Environment in Outdoor Lessons, International Journal of Handheld Computing Research, 3(2),26-43.
  13. Guangmingnet. (2020) Economic impact of new coronary pneumonia and policy suggestions. Https://theory.gmw.cn/2020- 02/10/content_33541497.htm,02-10/2020- 03-11.
  14. Jones E E, & Rhodewalt F. (1982).The self – handicapping scale. UK: Princeton University.
  15. Karami, J., Lorestani, S., (2021), The relationship between academic self handicapping and parenting style in students of Kermanshah, Fifth International Congress of Psychic Sciences and Education, Tehran.
  16. Khajeh Nouri, A., Akbari, S., Rahimzadeh, M., (2020), The relationship between academic optimism and achievement motivation with responsibility, Sixth International Conference on School Psychology, Tehran.
  17. Khodadadi Sangdeh, J, Rezaei Ahvanavi, M, Rasouli Taher, N. (2020). Predicting academic self handicapping based on resilience and identity styles. School Psychology, 9 (3), 68-82.
  18. Manian, A., Sohrabi, B., Mortazavi, A. (2014). Investigating the effective factors on the acceptance of mobile learning, Journal of Scientific-Research Executive Management, (12) 6, 131 - 154.
  19. Mearaji, M., (2020), Predicting academic self handicapping based on fear of negative evaluation and metacognitive beliefs with respect to the mediating role of cognitive emotion regulation, 7th International Conference on Psychology, Educational Sciences and Lifestyle.
  20. Najafi, A, Rahmanifar, J, Tanhaye Rashvanloo, F, (2017). Academic self-esteem, self-disability and academic burnout in students, Sixth Congress of the Iranian Psychological Association, Tehran.
  21. Niknam, M., Hosseinian, S. Yazdi, S.M., (2010). The Relationship between Perfectionist Beliefs and Self-Empowering Behaviors in Students of Behavioral Sciences Center, (2) 7, 10-1.
  22. Rezaei Rad, M, Naseri, A. (2020). The effect of mobile learning-based education on students' self-efficacy, self-control, self-regulation and academic performance. Journal of Information and Communication Technology in Educational Sciences, 10 (3 (39 consecutive)), 125-144.
  23. Rezaei Rad, M. (2013). Identifying and prioritizing the effective factors in applying mobile learning in higher education, Journal of Modern Educational Approaches, University of Isfahan, (2) 8, 112-93.
  24. Sheibanifar, R. (2021). Teaching mobile learning and its effect on coronary apathy (how I got Saman interested in learning). Educational Research, 7 (26), 74-84.
  25. Salmani, M., Khamesan, A., Asadi Younesi, M.R., (2017). The mediating role of motivational beliefs in the perception of classroom atmosphere and students' procrastination. Quarterly, Educational Psychology, (49) 19, 117-193.
  26. Shirani, Z., & Ghomshi, A. (2019), The relationship between emotional dysphoria components and academic self handicapping in students with parents with special diseases, Fifth National Conference on Humanities and Psychological Studies, Tehran.
  27. Uysal, A., Lu, Q. (2010). Self-handicapping and pain catastrophizing. Personality and Individual Differences, 49, 502-505.
  28. Vatanparast, M, Royani, Z, Ghasemi, H, (2016), A Survey of Nursing Students' Attitudes Towards Virtual Education in 2009, Journal of Nursing Education, Volume 5, Number 1, April and May 1995, 53-61.
  29. Yousefvand, M., Zarei, P., (2018), Predicting Students' Academic Disability Based on Anxiety Coping Styles, 12th National Congress of Pioneers of Progress, Tehran.
  30. Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On', The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example.