Effectiveness of Blended Learning on Academic Resilience and Behavioral Inhibition in Second-Cycle Elementary Male Students of Sabzevar City

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences and Psychology, Hakim Sabzevari University, Sabzevar, Iran.

2 Master's degree student , Department of Educational Sciences and Psychology, Sabzevar Azad University, Sabzevar, Iran.

3 Bachelor's student, Department of Educational Sciences and Psychology, Hakim Sabzevari University, Sabzevar, Iran.

Abstract

The present study was conducted with the aim of investigating the effectiveness of a blended learning on academic resilience and behavioral inhibition in second-period (upper elementary) male primary school students in Sabzevar. This research is applied in terms of purpose and falls within the category of quasi-experimental research, utilizing a pretest-posttest design with a control group. The statistical sample consisted of 40 students, who were selected using convenience sampling and randomly assigned into two groups of 20: an experimental group and a control group. Data collection instruments included Samuels' Academic Resilience Questionnaire (2004) and Carver and White's Behavioral Inhibition/Activation Systems (BIS/BAS) Questionnaire (1994). The data obtained from these questionnaires were analyzed using Analysis of Covariance (ANCOVA) via SPSS-v24 statistical software. The results of testing the hypotheses indicated that the blended learning is effective on both academic resilience and behavioral inhibition in second-period male primary school students in Sabzevar. In conclusion, the blended learning, by fostering a dynamic, interactive, and meaningful learning environment, has been able to significantly enhance academic resilience and behavioral inhibition through strengthening cognitive and affective constructs

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History

  • Receive Date: 25 February 2026
  • Revise Date: 09 May 2026
  • Accept Date: 22 May 2026
  • First Publish Date: 22 June 2026
  • Publish Date: 22 June 2026

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