Document Type : Original Article
Authors
1
Department of Psychology and Education, Faculty Faculty of Literature and Human Sciences, Yasuj University, Yasuj, Iran
2
Department of Educational Management, Faculty of Psychology and Educational Sciences, University of Tehran, Iran
3
Department of Psychology and Education, Faculty of Literature and Human Sciences, Yasuj University, Yasuj, Iran
4
Yasuj University,Yasuj,Iran
Abstract
Background and Objectives: The COVID-19 pandemic has made education difficult for everyone around the world, and education has shifted toward virtual spaces. This study aimed to investigate the role of perception of online classes, positive and negative classroom emotions, and computer self-efficacy in predicting the academic engagement of Yasouj University students.
Methods: In a descriptive study using correlation, 375 students from Yasouj University completed the questionnaire. The research data were collected using the Classroom Environment Perception Questionnaire (Gentry & Gabel, 2002), Classroom Emotions (Pekrun, 2011), Academic Engagement (Riou, 2013), and Computer Self-Efficacy (Torkzadeh, 2006). Cronbach's alpha of the questionnaires was recalculated (academic engagement, 0/928; Perception of Online Class, 0/945; Class-Related Emotion, 0/894; Computer Self-Efficacy, 0/911) and the data was analyzed using statistical methods.
Findings: The findings of the research were estimated using linear regression, which shows that the predictive variables of the model (computer self-efficacy, perception of the class and class excitement) have been able to work together to account for about 88.3 of the changes in the variable of the criterion of engagement. Explain education. Therefore, it is considered that, statistically, the dimensions of class perception, positive emotion and negative emotion, and subsidy self-efficacy have a significant effect on academic engagement and can predict academic engagement.
Conclusion: Therefore, enhancing positive perceptions of online classes, increasing positive emotions, reducing negative emotions, and improving computer self-efficacy can contribute to increasing students' academic engagement and play a significant role in improving the design of educational courses.
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