Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions

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Abdolahi Nida; NILI AHMADABADI MOHAMMAD REZA; EBRAHIMI QAVAM SOGHRA; ASGARI MOHAMMAD; ALIABADI KHADIJEH

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Journal: Iranian Journal of Psychiatry and Clinical Psychology Year:2021 | Volume:27 | Issue:3 Page(s): 350-365

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Title

Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions

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Keywords

Instructional Design Model

Control-value theory

Achievement emotions

Abstract

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.

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APA: Copy

Abdolahi, Nida, NILI AHMADABADI, MOHAMMAD REZA, EBRAHIMI QAVAM, SOGHRA, ASGARI, MOHAMMAD, & ALIABADI, KHADIJEH. (2021). Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions. IRANIAN JOURNAL OF PSYCHIATRY AND CLINICAL PSYCHOLOGY, 27(3 ), 350-365. SID. https://sid.ir/paper/992460/en

Vancouver: Copy

Abdolahi Nida, NILI AHMADABADI MOHAMMAD REZA, EBRAHIMI QAVAM SOGHRA, ASGARI MOHAMMAD, ALIABADI KHADIJEH. Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions. IRANIAN JOURNAL OF PSYCHIATRY AND CLINICAL PSYCHOLOGY[Internet]. 2021;27(3 ):350-365. Available from: https://sid.ir/paper/992460/en

IEEE: Copy

Nida Abdolahi, MOHAMMAD REZA NILI AHMADABADI, SOGHRA EBRAHIMI QAVAM, MOHAMMAD ASGARI, and KHADIJEH ALIABADI, “Developing and Validating an Instructional Design Model Based on Control-value Theory of Achievement Emotions,” IRANIAN JOURNAL OF PSYCHIATRY AND CLINICAL PSYCHOLOGY, vol. 27, no. 3 , pp. 350–365, 2021, [Online]. Available: https://sid.ir/paper/992460/en

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