Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Comparison of the Effectiveness of Emotion Regulation Training and Self-Compassion Training on Emotional Control of Undergraduate Psychology Students Comparison of the Effectiveness of Emotion Regulation Training and Self-Compassion Training on Emotional Control of Undergraduate Psychology Students 9 20 13084 10.30473/etl.2026.75604.4473 FA Alireza Mohammadzadeh Fazeli 1. Ph.D. Student in Educational Psychology, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran. 0000-0002-4027-5581 Seyed Davod Hosseini Nasab Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran Masoume Azmoudeh Assistant Professor, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran Journal Article 2025 08 27 The aim of the present study was to compare the effectiveness of emotion regulation training and self-compassion training on the emotional control of undergraduate psychology students. This was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of this study included all undergraduate psychology students at Islamic Azad University, Tabriz Branch in the academic year 1403-1404. Among them, 60 people selected using a purposive non-random sampling method and randomly divided into three groups (20 people in each group). Members of the emotion regulation training and self-compassion training groups received their specific intervention in 8 1.5-hour sessions, and the control group did not receive any treatment. All three groups answered the Williams et al. (1997) Emotional Control Questionnaire before and after the intervention. Data analysis performed using multivariate analysis of covariance and SPSS-24 software. The results of multivariate analysis of covariance showed that both interventions led to an increase in students' emotional control (P<0.001). Also, the results of the Bonferroni post hoc test showed that the effect of emotion regulation training on emotional control was greater than that of self-compassion training (P<0.001) and the effectiveness of self-compassion training was not significant compared to the control group (p>0.05). Based on the findings of this study, it can be concluded that emotion regulation training had a stronger and clearer effectiveness than self-compassion training in emotional control. Therefore, it is suggested that emotion regulation training be used to increase emotional control.‏ The aim of the present study was to compare the effectiveness of emotion regulation training and self-compassion training on the emotional control of undergraduate psychology students. This was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of this study included all undergraduate psychology students at Islamic Azad University, Tabriz Branch in the academic year 1403-1404. Among them, 60 people selected using a purposive non-random sampling method and randomly divided into three groups (20 people in each group). Members of the emotion regulation training and self-compassion training groups received their specific intervention in 8 1.5-hour sessions, and the control group did not receive any treatment. All three groups answered the Williams et al. (1997) Emotional Control Questionnaire before and after the intervention. Data analysis performed using multivariate analysis of covariance and SPSS-24 software. The results of multivariate analysis of covariance showed that both interventions led to an increase in students' emotional control (P<0.001). Also, the results of the Bonferroni post hoc test showed that the effect of emotion regulation training on emotional control was greater than that of self-compassion training (P<0.001) and the effectiveness of self-compassion training was not significant compared to the control group (p>0.05). Based on the findings of this study, it can be concluded that emotion regulation training had a stronger and clearer effectiveness than self-compassion training in emotional control. Therefore, it is suggested that emotion regulation training be used to increase emotional control.‏

https://etl.journals.pnu.ac.ir/article_13084_1b14544faca77ccc23516c52e5665f77.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Construction and Validation of Perceived Parental Academic Expectations Questionnaire Construction and Validation of Perceived Parental Academic Expectations Questionnaire 21 34 13050 10.30473/etl.2026.75959.4503 FA Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Zahra Amirabadi Master of Educational Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran Afshin Afzali Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran. Mohammad Reza Zoghi Paydar Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran. Journal Article 2025 09 26 A B S T R A C T Aim: Students' perception of their parents' levels of expectations toward them is considered an important factor in many educational domains. The present study aimed to develop and validate a questionnaire on perceived parental academic expectations. Materials and Method: The research employed a mixed-methods (qualitative-quantitative) exploratory design. The statistical population in the qualitative section consisted of 10 experts and all available primary and secondary sources, theoretical foundations, and documents on the topic of parental academic expectations and perceived parental academic expectations. The quantitative population included all first-grade secondary school students in Hamedan city. For the qualitative sampling, content analysis was used. Quantitative sampling was performed using a multi-stage random cluster method, and the sample size, based on the maximum size in Krejcie & Morgan's table and the requirement for large samples in norm-finding studies, was 394 people. Data collection tools in the qualitative section involved document analysis, and in the quantitative section, a researcher-constructed questionnaire on perceived parental academic expectations was used. For data analysis, selective, axial, and open coding were used in the qualitative section, and exploratory and confirmatory factor analysis were used in the quantitative section. Findings: The validity of the Perceived Parental Academic Expectations Questionnaire, with its 4 components (Progressivism ,,Academic grit, ,Desired Academic Performance, and Competitiveness/Superiority) and 21 items, was confirmed. Conclusion: Researchers can use the designed questionnaire as a standardized tool to assess perceived parental academic expectations. A B S T R A C T Aim: Students' perception of their parents' levels of expectations toward them is considered an important factor in many educational domains. The present study aimed to develop and validate a questionnaire on perceived parental academic expectations. Materials and Method: The research employed a mixed-methods (qualitative-quantitative) exploratory design. The statistical population in the qualitative section consisted of 10 experts and all available primary and secondary sources, theoretical foundations, and documents on the topic of parental academic expectations and perceived parental academic expectations. The quantitative population included all first-grade secondary school students in Hamedan city. For the qualitative sampling, content analysis was used. Quantitative sampling was performed using a multi-stage random cluster method, and the sample size, based on the maximum size in Krejcie & Morgan's table and the requirement for large samples in norm-finding studies, was 394 people. Data collection tools in the qualitative section involved document analysis, and in the quantitative section, a researcher-constructed questionnaire on perceived parental academic expectations was used. For data analysis, selective, axial, and open coding were used in the qualitative section, and exploratory and confirmatory factor analysis were used in the quantitative section. Findings: The validity of the Perceived Parental Academic Expectations Questionnaire, with its 4 components (Progressivism ,,Academic grit, ,Desired Academic Performance, and Competitiveness/Superiority) and 21 items, was confirmed. Conclusion: Researchers can use the designed questionnaire as a standardized tool to assess perceived parental academic expectations.

https://etl.journals.pnu.ac.ir/article_13050_e858895e20c2ab65605a87eb0c1a4c8a.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Developing an Model of Academic Resilience Based on Basic Psychological Needs with the Mediation of Academic Self-Concept in First-Grade High School Students Developing an Model of Academic Resilience Based on Basic Psychological Needs with the Mediation of Academic Self-Concept in First-Grade High School Students 35 46 13038 10.30473/etl.2026.76064.4510 FA Saeid Mazloumian Associate Professor, Department of Educational Science and Psychology, Payame Noor University, Tehran, Iran. Akram Malekzadeh Assistant Professor, Department of Educational Science and Psychology, Payame Noor University, Tehran, Iran. Saeed Akhlagh Ali Ph.D. Student in Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. Journal Article 2025 10 08 The aim of the present study was to develop a model of academic resilience based on basic psychological needs, with the mediating role of academic self-concept. The research method was descriptive-correlational. The statistical population included all lower secondary school students in Arzhan District (Kouhmareh Sorkhi) during the 2022–2023 academic year. A total of 325 students selected using cluster random sampling and responded to the Academic Resilience Questionnaire (Samuels, 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Self-Concept Questionnaire (Chen & Thompson, 2004). Data analyzed using descriptive statistics and structural equation modeling through SPSS version 27 and AMOS version 26. The findings indicated that basic psychological needs—including the need for autonomy, the need for competence, and the need for relatedness—play a positive and significant role in predicting students’ academic resilience, and that academic self-concept had a significant mediating role. Based on the findings of this study, it can be concluded that the model of academic resilience grounded in basic psychological needs, with the mediating role of academic self-concept among lower secondary school students, demonstrates good model fit. The results highlight that attention to the satisfaction of students’ basic psychological needs and the enhancement of their academic self-concept plays a crucial role in promoting academic resilience. Therefore, in order to improve students’ academic resilience, it is essential for educational planners and practitioners to consider appropriate strategies aimed at fulfilling psychological needs and strengthening academic self-concept in the design and implementation of educational and instructional programs. The aim of the present study was to develop a model of academic resilience based on basic psychological needs, with the mediating role of academic self-concept. The research method was descriptive-correlational. The statistical population included all lower secondary school students in Arzhan District (Kouhmareh Sorkhi) during the 2022–2023 academic year. A total of 325 students selected using cluster random sampling and responded to the Academic Resilience Questionnaire (Samuels, 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Self-Concept Questionnaire (Chen & Thompson, 2004). Data analyzed using descriptive statistics and structural equation modeling through SPSS version 27 and AMOS version 26. The findings indicated that basic psychological needs—including the need for autonomy, the need for competence, and the need for relatedness—play a positive and significant role in predicting students’ academic resilience, and that academic self-concept had a significant mediating role. Based on the findings of this study, it can be concluded that the model of academic resilience grounded in basic psychological needs, with the mediating role of academic self-concept among lower secondary school students, demonstrates good model fit. The results highlight that attention to the satisfaction of students’ basic psychological needs and the enhancement of their academic self-concept plays a crucial role in promoting academic resilience. Therefore, in order to improve students’ academic resilience, it is essential for educational planners and practitioners to consider appropriate strategies aimed at fulfilling psychological needs and strengthening academic self-concept in the design and implementation of educational and instructional programs.

https://etl.journals.pnu.ac.ir/article_13038_92c6a918fad4b2093b81998e45140897.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Dublin Anti‑Bullying Self‑Efficacy Scale for Teachers (DABSE‑T): A Validation Study Dublin Anti‑Bullying Self‑Efficacy Scale for Teachers (DABSE‑T): A Validation Study 47 58 13024 10.30473/etl.2026.76209.4526 FA Fahimeh Ahmadi Barcheloei Ph.D. Student in Educational Psychology, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran. Omid Shokri Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. Reza Ghorban Jahromi Assistant Professor, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran. Jalil Fathabad Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. Journal Article 2025 10 20 Evidence has shown that the development of anti-bullying programs to prevent and intervene in the increasing phenomenon of peer violence in schools accompanied by a special focus on the role of teacher self-efficacy. Undoubtedly, in order to understand the role of teacher anti-bullying self-efficacy in determining the effectiveness of anti-bullying psychoeducational interventions in schools, access to a theoretical framework and measurement instruments is essential. Therefore, this study aimed to investigate the factor structure and psychometric properties of the Persian version of the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (DABSE‑T). In this descriptive survey study, 500 first-year secondary school teachers (250 females and 250 males) from public schools in District 11 of Tehran selected using convenience sampling method and responded to the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (Feijóo et al., 2025), the Flourishing Scale (Weiner et al., 2010) and the Psychological Capital Questionnaire (Luthans et al., 2007). The results of the confirmatory factor analysis statistical method empirically supported a factor structure including five dimensions of identification, urgency, responsibility, knowledge, and reporting in the anti-bullying self-efficacy scale for teachers. Also, the correlation between the dimensions of the anti-bullying self-efficacy scale with the dimensions of teachers' psychological capital and their professional development supported the criterion validity of the scale. The internal consistency coefficients of the scale dimensions obtained using Cronbach's alpha method in the range of 0.79 to 0.89. Overall, the results of this study, by replicating the five-factor structure of the DABSE‑T, while supporting the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale Evidence has shown that the development of anti-bullying programs to prevent and intervene in the increasing phenomenon of peer violence in schools accompanied by a special focus on the role of teacher self-efficacy. Undoubtedly, in order to understand the role of teacher anti-bullying self-efficacy in determining the effectiveness of anti-bullying psychoeducational interventions in schools, access to a theoretical framework and measurement instruments is essential. Therefore, this study aimed to investigate the factor structure and psychometric properties of the Persian version of the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (DABSE‑T). In this descriptive survey study, 500 first-year secondary school teachers (250 females and 250 males) from public schools in District 11 of Tehran selected using convenience sampling method and responded to the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (Feijóo et al., 2025), the Flourishing Scale (Weiner et al., 2010) and the Psychological Capital Questionnaire (Luthans et al., 2007). The results of the confirmatory factor analysis statistical method empirically supported a factor structure including five dimensions of identification, urgency, responsibility, knowledge, and reporting in the anti-bullying self-efficacy scale for teachers. Also, the correlation between the dimensions of the anti-bullying self-efficacy scale with the dimensions of teachers' psychological capital and their professional development supported the criterion validity of the scale. The internal consistency coefficients of the scale dimensions obtained using Cronbach's alpha method in the range of 0.79 to 0.89. Overall, the results of this study, by replicating the five-factor structure of the DABSE‑T, while supporting the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale

https://etl.journals.pnu.ac.ir/article_13024_be3a6c71100ac4b634546edb8372bb9d.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Meta-Analysis of the Effectiveness of Cognitive Game-Based Interventions on the Working Memory of Students with Learning Disabilities Meta-Analysis of the Effectiveness of Cognitive Game-Based Interventions on the Working Memory of Students with Learning Disabilities 59 70 13093 10.30473/etl.2026.76841.4561 FA Esmaeil Soleimani Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. Mahdi Chitsaz Ph.D. Student in Psychology, Faculty of Faculty of Literature and Humanities, Urmia University, Urmia, Iran. Journal Article 2025 12 16 The present study aimed to conduct a meta-analysis to estimate the overall effect size, determine the degree of heterogeneity among results, and evaluate the robustness and generalizability of cognitive play therapy–based interventions on the working memory of students with learning disabilities. Given inconsistencies observed in previous research findings, this study sought to provide a comprehensive and precise estimation of the effect size by systematically synthesizing existing empirical evidence. The statistical population consisted of studies conducted over the past twenty years (from 2005 to 2025 internationally and from 1384 to 1404 in Iran) meeting the required methodological criteria. Based on predefined inclusion and exclusion criteria, eligible studies selected and their data extracted for analysis. The Comprehensive Meta-Analysis (CMA) version 2 software and Hedges’ g index used to combine results and calculate effect sizes. The findings indicated that cognitive play therapy–based interventions have a significant effect on improving the working memory of students with learning disabilities. Specifically, the pooled effect size in the random-effects model reported to be in the moderate to large range, while the fixed-effects model also demonstrated a positive and statistically significant effect. Furthermore, the results of sensitivity analyses, publication bias assessments, and funnel plot inspections supported the stability and reliability of the findings. Overall, the results indicate that cognitive play therapy–based interventions significantly enhance working memory in students with learning disabilities. These findings suggest that cognitive play therapy is an effective, evidence-based approach in educational and cognitive rehabilitation settings The present study aimed to conduct a meta-analysis to estimate the overall effect size, determine the degree of heterogeneity among results, and evaluate the robustness and generalizability of cognitive play therapy–based interventions on the working memory of students with learning disabilities. Given inconsistencies observed in previous research findings, this study sought to provide a comprehensive and precise estimation of the effect size by systematically synthesizing existing empirical evidence. The statistical population consisted of studies conducted over the past twenty years (from 2005 to 2025 internationally and from 1384 to 1404 in Iran) meeting the required methodological criteria. Based on predefined inclusion and exclusion criteria, eligible studies selected and their data extracted for analysis. The Comprehensive Meta-Analysis (CMA) version 2 software and Hedges’ g index used to combine results and calculate effect sizes. The findings indicated that cognitive play therapy–based interventions have a significant effect on improving the working memory of students with learning disabilities. Specifically, the pooled effect size in the random-effects model reported to be in the moderate to large range, while the fixed-effects model also demonstrated a positive and statistically significant effect. Furthermore, the results of sensitivity analyses, publication bias assessments, and funnel plot inspections supported the stability and reliability of the findings. Overall, the results indicate that cognitive play therapy–based interventions significantly enhance working memory in students with learning disabilities. These findings suggest that cognitive play therapy is an effective, evidence-based approach in educational and cognitive rehabilitation settings

https://etl.journals.pnu.ac.ir/article_13093_81c87cd52468835ad75aec88d2513228.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Developing a Structural Model of the Relationship Between Knowledge Sharing and Acceptance and Refusal of Educational Help-Seeking Through Attitudes, Subjective Norms, Perceived Behavioral Control, and Behavioral Intention in Teachers Based on the Theory of Planned Behavior Developing a Structural Model of the Relationship Between Knowledge Sharing and Acceptance and Refusal of Educational Help-Seeking Through Attitudes, Subjective Norms, Perceived Behavioral Control, and Behavioral Intention in Teachers Based on the Theory of Planned Behavior 71 84 13085 10.30473/etl.2026.77678.4602 FA Hamid Faramarzi Ph.D. in Educational Psychology, Department of Psychology, Chamran University of Ahvaz, Ahvaz, Iran. Journal Article 2026 03 31 The purpose of the present study was to develop a structural model of the relationship between knowledge sharing and acceptance and refusal of educational help-seeking through attitudes, subjective norms, perceived behavioral control, and behavioral intention in teachers based on the theory of planned behavior. The statistical population of the present study included all junior high school teachers in Karaj in the academic year 2024-2025. From this population, 510 teachers selected by simple random sampling. Educational help-seeking questionnaires, knowledge sharing questionnaire, and planned behavior questionnaire used to collect research data. The evaluation of the proposed model carried out using structural equation modeling with SPSS version 22 and AMOS version 21 software. Based on the findings, the aforementioned causal relationship model had a good fit. The results of the study showed that in the proposed model, three paths were not significant and eliminated in the final model. Also, all indirect hypotheses approved. The results of the study showed that behavioral, normative, and control beliefs and the desire to share knowledge directly and indirectly (attitudes, mental norms, perceived behavioral control, and behavioral intention) had a positive relationship with the acceptance of educational help-seeking, but behavioral, normative, and control beliefs and the desire to share knowledge, both directly and indirectly (attitudes, mental norms, perceived behavioral control, and behavioral intention), had a negative relationship with the refusal of educational help-seeking. The purpose of the present study was to develop a structural model of the relationship between knowledge sharing and acceptance and refusal of educational help-seeking through attitudes, subjective norms, perceived behavioral control, and behavioral intention in teachers based on the theory of planned behavior. The statistical population of the present study included all junior high school teachers in Karaj in the academic year 2024-2025. From this population, 510 teachers selected by simple random sampling. Educational help-seeking questionnaires, knowledge sharing questionnaire, and planned behavior questionnaire used to collect research data. The evaluation of the proposed model carried out using structural equation modeling with SPSS version 22 and AMOS version 21 software. Based on the findings, the aforementioned causal relationship model had a good fit. The results of the study showed that in the proposed model, three paths were not significant and eliminated in the final model. Also, all indirect hypotheses approved. The results of the study showed that behavioral, normative, and control beliefs and the desire to share knowledge directly and indirectly (attitudes, mental norms, perceived behavioral control, and behavioral intention) had a positive relationship with the acceptance of educational help-seeking, but behavioral, normative, and control beliefs and the desire to share knowledge, both directly and indirectly (attitudes, mental norms, perceived behavioral control, and behavioral intention), had a negative relationship with the refusal of educational help-seeking.

https://etl.journals.pnu.ac.ir/article_13085_b5ce1eb83966a21ecd207cb0543f97b0.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Investigating the Relationship between Belief in Locus of Control and Academic Self-Concept; The Mediating Role of Academic Self-Efficacy Investigating the Relationship between Belief in Locus of Control and Academic Self-Concept; The Mediating Role of Academic Self-Efficacy 84 94 13147 10.30473/etl.2026.76610.4550 FA Fariborz Sedighi Arfaee Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. Nooshin Safaeian M.Sc of Educational Psychology, Department of Psychology, Faculty of Humanities, Kashan University, Kashan, Iran. Maryam Talebi Baadi M.Sc of Educational Psychology, Department of Psychology, Faculty of Humanities, Kashan University, Kashan, Iran. Journal Article 2025 11 26 The present study conducted with the aim of investigating the relationship between locus of control beliefs and academic self-concept, considering the mediating role of academic self-efficacy, among students at the University of Kashan during the 2024–2025 academic year. This study employed a quantitative approach and utilized structural equation modeling (SEM). The statistical population comprised 1700 students from the Faculties of Humanities and Law at the University of Kashan, from which 270 individuals selected via convenience sampling. The Rotter Locus of Control Scale (1966), the Liu and Wang Academic Self-Concept Questionnaire (2005), and the Norouzi et al. Academic Self-Efficacy Questionnaire (2013) distributed among them; after excluding incomplete data, the responses from 230 participants entered into the analysis process. The results indicated that belief in an external locus of control had a significant negative relationship with academic self-concept (β = -0.213) and academic self-efficacy (β = -0.382). Furthermore, academic self-efficacy exhibited a strong, positive relationship with academic self-concept (β = 0.789). The mediation analysis further revealed that academic self-efficacy played a significant mediating role in the relationship between external locus of control and academic self-concept (β = -0.301). The findings suggest that a tendency toward an external locus of control can negatively affect one's academic self-image by undermining self-efficacy, whereas enhancing self-efficacy can mitigate the adverse effects of external control and bolster students' academic self-concept. Accordingly, designing educational and psychological interventions aimed at reinforcing self-efficacy beliefs could lead to improved self-concept and enhanced academic motivation among students. The present study conducted with the aim of investigating the relationship between locus of control beliefs and academic self-concept, considering the mediating role of academic self-efficacy, among students at the University of Kashan during the 2024–2025 academic year. This study employed a quantitative approach and utilized structural equation modeling (SEM). The statistical population comprised 1700 students from the Faculties of Humanities and Law at the University of Kashan, from which 270 individuals selected via convenience sampling. The Rotter Locus of Control Scale (1966), the Liu and Wang Academic Self-Concept Questionnaire (2005), and the Norouzi et al. Academic Self-Efficacy Questionnaire (2013) distributed among them; after excluding incomplete data, the responses from 230 participants entered into the analysis process. The results indicated that belief in an external locus of control had a significant negative relationship with academic self-concept (β = -0.213) and academic self-efficacy (β = -0.382). Furthermore, academic self-efficacy exhibited a strong, positive relationship with academic self-concept (β = 0.789). The mediation analysis further revealed that academic self-efficacy played a significant mediating role in the relationship between external locus of control and academic self-concept (β = -0.301). The findings suggest that a tendency toward an external locus of control can negatively affect one's academic self-image by undermining self-efficacy, whereas enhancing self-efficacy can mitigate the adverse effects of external control and bolster students' academic self-concept. Accordingly, designing educational and psychological interventions aimed at reinforcing self-efficacy beliefs could lead to improved self-concept and enhanced academic motivation among students.

https://etl.journals.pnu.ac.ir/article_13147_23fe317226ccb3c5c447d2f0e5ffbce6.pdf

Payame Noor University Research in School and Virtual Learning 3060-6497 14 1 2026 05 22 Model of Attitude Towards Virtual Education Based on Digital Literacy with the Mediating Role of Knowledge Sharing in Secondary School Teachers Model of Attitude Towards Virtual Education Based on Digital Literacy with the Mediating Role of Knowledge Sharing in Secondary School Teachers 95 108 13129 10.30473/etl.2026.73077.4314 FA ALI Abdi Payame Noor University Faramarz Soheili Payame Noor University Aazam Azhar Payame Noor University Journal Article 2024 12 15 This study aimed to determine the fit of the conceptual model of attitude towards virtual education based on digital literacy with the mediating role of knowledge sharing with the empirical model. The study is applied in terms of its purpose and descriptive-correlational in terms of its implementation method. The statistical population included all secondary school teachers in Kermanshah in the academic year 2023-2024, totaling 4448 people. The sample size determined based on GPower software and estimated at 280 people, who selected using the convenience sampling method. The research tools included the digital literacy questionnaires of Rodriguez et al., the attitude towards virtual education questionnaire of Vatanparast, Royani and Ghasemi, and the knowledge sharing questionnaire of Kim and Lee. The reliability of the questionnaires obtained through Cronbach's alpha of 0.828 for the attitude towards virtual education questionnaire, 0.907 for digital literacy, and 0.849 for knowledge sharing. The results showed that digital literacy has a positive and significant effect on attitudes towards virtual education and knowledge sharing. Knowledge sharing has a positive and significant effect on attitudes towards virtual education. Digital literacy has a positive and significant effect on attitudes towards virtual education with the mediating role of knowledge sharing. Also, the conceptual model of attitudes towards virtual education based on digital literacy with the mediating role of knowledge sharing fits the empirical model. Therefore, teachers with digital literacy can understand and cultivate new ideas and will play an effective role in producing knowledge, transferring and utilizing it, as well as in accepting, developing capabilities and attitudes towards virtual education to develop education goals. This study aimed to determine the fit of the conceptual model of attitude towards virtual education based on digital literacy with the mediating role of knowledge sharing with the empirical model. The study is applied in terms of its purpose and descriptive-correlational in terms of its implementation method. The statistical population included all secondary school teachers in Kermanshah in the academic year 2023-2024, totaling 4448 people. The sample size determined based on GPower software and estimated at 280 people, who selected using the convenience sampling method. The research tools included the digital literacy questionnaires of Rodriguez et al., the attitude towards virtual education questionnaire of Vatanparast, Royani and Ghasemi, and the knowledge sharing questionnaire of Kim and Lee. The reliability of the questionnaires obtained through Cronbach's alpha of 0.828 for the attitude towards virtual education questionnaire, 0.907 for digital literacy, and 0.849 for knowledge sharing. The results showed that digital literacy has a positive and significant effect on attitudes towards virtual education and knowledge sharing. Knowledge sharing has a positive and significant effect on attitudes towards virtual education. Digital literacy has a positive and significant effect on attitudes towards virtual education with the mediating role of knowledge sharing. Also, the conceptual model of attitudes towards virtual education based on digital literacy with the mediating role of knowledge sharing fits the empirical model. Therefore, teachers with digital literacy can understand and cultivate new ideas and will play an effective role in producing knowledge, transferring and utilizing it, as well as in accepting, developing capabilities and attitudes towards virtual education to develop education goals.

https://etl.journals.pnu.ac.ir/article_13129_2226012b0ae0af4b65959628de136f78.pdf