Document Type : Research Paper
Authors
1
M.A in Educational Sciences, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
2
Assistant Professor, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran. (Corresponding Author)
Abstract
Introduction
In recent years, students' access to virtual platforms has faced challenges such as addiction, and a review of the literature in this area has revealed a lack of studies addressing the relationship between constructive learning environments and social skills. Therefore, the present research aims to investigate the correlation between a constructive learning environment and social skills, as well as preventing impulsivity and addiction to virtual spaces among sixth-grade male students in District 5 of Tehran in the years 2019-2020.
Material and Method
This study employed a descriptive and correlational research design. The population consisted of all sixth-grade male students in elementary schools in District 5 of Tehran, totaling approximately 1244 individuals. The sampling method utilized a multi-stage cluster approach, selecting 150 students from various schools based on the Morgan table. Data collection was conducted through questionnaires, including the Constructivist Learning Environment Perceptions Questionnaire (Gentry, 2002), Social Skills Questionnaire (Gresham & Elliott, 1990), Impulsivity Questionnaire (Barratt, 1959), and Internet Addiction Questionnaire (Yang, 1998). The data were analyzed using descriptive statistics (such as mean and standard deviation) and inferential statistics (regression analysis) in the SPSS26 software environment.
Results
The results revealed a significant and positive relationship between the constructivist learning environment and the social skills of students, their self-regulation, solidarity, prevention of impulsivity, expression of presence, and collaboration (p < 0.001). Additionally, a positive and significant association was observed between the constructivist learning environment and the prevention of impulsivity and the prevention of addiction to virtual spaces (p < 0.001).
Conclusion
These findings can contribute to decision-making regarding the design and implementation of educational programs in schools to enhance social and behavioral performance among students. Furthermore, they may assist in preventing detrimental phenomena such as impulsivity and addiction to virtual spaces.
Keywords
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