Volume 7, Issue 3 (September 2025)
IEEPJ 2025, 7(3): 1-16 |
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Ahmadi Gharacheh A M, poorgholamy F, Sabbaghian Baghdad Abad H. (2025). The Impact of Virtual Education and Digital Platforms on Self-Directed Learning and Academic Resilience among Female Senior High School Students in Marvdasht. IEEPJ. 7(3), 1-16.
URL: http://ieepj.hormozgan.ac.ir/article-1-1166-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1166-en.html
1- Assistant professor, Department of psychology and educational sciences, Payame Noor university, Tehran, Iran , amag2004@pnu.ac.ir
2- Assistant professor, Department of psychology and educational sciences, Payame Noor university, Tehran, Iran
3- Department of psychology and educational sciences, Payame Noor university, Tehran, Iran
2- Assistant professor, Department of psychology and educational sciences, Payame Noor university, Tehran, Iran
3- Department of psychology and educational sciences, Payame Noor university, Tehran, Iran
Abstract: (606 Views)
Objective: This study investigated the impact of digital educational platform use on self-directed learning and academic resilience and examined the mediating role of self-directed learning in this relationship among female senior high school students in Marvdasht, Iran.
Methods: This descriptive-correlational study employed structural equation modeling (SEM). The study population consisted of 4,850 female students enrolled during the 2023–2024 academic year, from whom 360 participants were selected using multi-stage cluster sampling. After excluding incomplete responses, data from 342 students were analyzed. Data collection instruments included Fisher’s Self-Directed Learning Readiness Scale (2001), Cassidy’s Academic Resilience Scale (ARS-30; 2016), and a researcher-developed questionnaire assessing digital platform usage. Validity and reliability were confirmed through confirmatory factor analysis (CFA) and Cronbach’s alpha coefficients. Data were analyzed using Pearson correlation and SEM with SPSS-26 and AMOS-24.
Results: Digital platform usage was positively associated with self-directed learning (r = 0.52, p < 0.001) and academic resilience (r = 0.41, p < 0.001). Self-directed learning was also positively correlated with academic resilience (r = 0.47, p < 0.001). SEM results indicated that digital platform usage had both a significant direct effect on academic resilience (β = 0.24, p < 0.001) and an indirect effect through self-directed learning (β = 0.198, p < 0.001). The proposed model demonstrated acceptable fit indices (CFI = 0.92, GFI = 0.90, RMSEA = 0.063).
Conclusions: The findings suggest that digital educational platforms can enhance students’ academic resilience by promoting self-directed learning. These results highlight the importance of technology-enhanced instructional approaches that support self-regulation and learner autonomy.
Methods: This descriptive-correlational study employed structural equation modeling (SEM). The study population consisted of 4,850 female students enrolled during the 2023–2024 academic year, from whom 360 participants were selected using multi-stage cluster sampling. After excluding incomplete responses, data from 342 students were analyzed. Data collection instruments included Fisher’s Self-Directed Learning Readiness Scale (2001), Cassidy’s Academic Resilience Scale (ARS-30; 2016), and a researcher-developed questionnaire assessing digital platform usage. Validity and reliability were confirmed through confirmatory factor analysis (CFA) and Cronbach’s alpha coefficients. Data were analyzed using Pearson correlation and SEM with SPSS-26 and AMOS-24.
Results: Digital platform usage was positively associated with self-directed learning (r = 0.52, p < 0.001) and academic resilience (r = 0.41, p < 0.001). Self-directed learning was also positively correlated with academic resilience (r = 0.47, p < 0.001). SEM results indicated that digital platform usage had both a significant direct effect on academic resilience (β = 0.24, p < 0.001) and an indirect effect through self-directed learning (β = 0.198, p < 0.001). The proposed model demonstrated acceptable fit indices (CFI = 0.92, GFI = 0.90, RMSEA = 0.063).
Conclusions: The findings suggest that digital educational platforms can enhance students’ academic resilience by promoting self-directed learning. These results highlight the importance of technology-enhanced instructional approaches that support self-regulation and learner autonomy.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2025/02/8 | Accepted: 2025/05/25 | Published: 2025/09/1
Received: 2025/02/8 | Accepted: 2025/05/25 | Published: 2025/09/1
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