Psychological Components Related to Students Success in a Blended Learning Environment

Abstract

This study aims to identify the psychological components related to student success in a blended learning environment. The research method is applied , and data collection was conducted using a qualitative approach through a systematic review method. To achieve the goal of the study, a systematic and comprehensive review of the research background was conducted based on Sandlowski and Barroso's (2006) seven-step model. For this purpose, resources from databases (Elsevier, Scopus, ProQuest, Eric, Emerald, Springer) and related keywords were searched. After reviewing 480 papers from theoretical and scientific sources related to the research topic based on specific criteria and removing unrelated papers, a full review of the remaining 58 studies was performed. The systematic review of the research background resulted in the identification of 5 components, 9 concepts, and 75 codes. The results of the meta-synthesis indicate that the psychological components of students who want to succeed in the blended learning environment at the university include the following: emotional strategies and components (positive emotions and motivational beliefs), communication (connection resources, communication skills), cognitive (high-level thinking and academic engagement), metacognitive (self-management in learning and self-perception of learning), and personality.Among these, the role of emotional and metacognitive strategies and components is more important than others. Therefore, they have a greater impact on the success of blended learning.

Keywords

• blended learning
• post covid-19
• psychological components and strategies
• students
• higher education system