Document Type : Original Article
Department of Educational Sciences, University of Farhangian, Kurdistan, Iran
Introduction: This study aimed to explore the association between reducing perceived social interactions and self-regulation difficulties experienced during online studying, with mediating the role of students’ adjustment to online learning.
Method: The research method was descriptive, of structural equations type. The statistical population included all students studying at Farhangian University of Kurdistan Province in the academic year of 2021-2022, from which 300 were selected by systematic random sampling. Glass's Interaction Questionnaire, Bouffard et al.'s Self-regulation Scale and Pavin Ivanec’s Adaptation to Online learning scale were used to collect data. The data were analyzed with the Pearson correlation and structural equation analysis method through Spss 24 and Lisrel 8.8 software.
Results: According to the findings of the present study, students who perceive a greater decrease of academic social interactions, report more self-regulation difficulties during online studying. Furthermore, the perceived decrease of academic social interactions affects students’ adjustment to online studying. This mediator, in turn, affects the level of experienced self-regulation difficulties.
Conclusion: Based on the findings, it can be concluded that adaptation to online environments in the relationship between reduced social interactions and self-regulation in students has a mediating role.