Volume 27, Issue 3 (Autumn 2021)                   IJPCP 2021, 27(3): 350-365 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Abdolahi N, Nili Ahmadabadi M R, Ebrahimi Qavam S, Asgari M, Aliabadi K. Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions. IJPCP 2021; 27 (3) :350-365
URL: http://ijpcp.iums.ac.ir/article-1-3356-en.html
1- Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
2- Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran. , nili1339@gmail.com
3- Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
Abstract:   (3052 Views)
Objectives: Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships, and emotional feelings. This study aimed to develop and validate of instructional design model based on Control-Value Theory (CVT) of achievement emotions to improve the psychological health and performance of learners and educators.
Methods: The research method was qualitative, and we used the inductive content analysis technique. The studies related to CVT theory were searched from 2007 to 2021 in different databases, and 175 articles were selected out of them. Based on the purposive sampling method, 63 articles were chosen for further analysis. In a systematic approach, themes related to essential components of CVT were recognized and coded in the form of key sentences in a table. Then, the codes were categorized based on similarities and differences in general categories. Finally, an instructional design model based on CVT was designed. The model was sent to 20 specialists in the fields of Educational Technology and Educational Psychology content validation. Of them, 12 experts completed the questionnaire, and the results were analyzed.
Results: Based on the analyses, the main components of CVT were identified. Then, by combining instructional design principles, the experts presented and approved an instructional design model based on CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.
Conclusion: The instructional design model based on CVT of achievement emotions is very effective at the micro and macro levels at all academic levels and various majors such as medicine, humanities, and basic sciences. It promises a rich teaching-learning environment in terms of achievement emotions. 
Full-Text [PDF 6652 kb]   (1850 Downloads) |   |   Full-Text (HTML)  (1252 Views)  
Type of Study: Original Research | Subject: Psychiatry and Psychology
Received: 2020/10/21 | Accepted: 2021/02/3 | Published: 2021/10/1

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian Journal of Psychiatry and Clinical Psychology

Designed & Developed by : Yektaweb