Thesis:

The effectiveness of a blended curriculum on academic resilience and behavioral inhibition in second-year male elementary school students in Sabzevar city

The present study aimed to investigate the effectiveness of a blended curriculum on academic resilience and behavioral inhibition among male elementary school students in the second cycle of education in Sabzevar. This research is applied in purpose and falls within the category of semi-experimental studies utilizing a pre-test-post-test design with a control group. The statistical population of the study consisted of all male elementary school students in the second cycle in Sabzevar during the academic year of 1404-1403 [2024-2025]. The statistical sample comprised 40 male elementary school students in the second cycle from Sabzevar. The students were selected via accessible random sampling and assigned to two groups of 20: a control group, which received no treatment or training, and an experimental group. The instruments for data collection were Samuel's Academic Resilience Scale (2004) and Carver and White's Behavioral Inhibition/Activation Systems Scale (1994). The prepared questionnaires were distributed between the two groups in two stages, before and after the intervention. In this study, the questionnaires were first administered to both groups. Subsequently, the experimental group received a blended training package (including traditional and virtual classes) based on behaviorist, cognitive, and constructivist approaches, derived from the book by Charles Reigeluth et al. (2019), translated by Mehdi Vahedi and Mohammadtaghi Dastjerdi, over 12 sessions of 60 minutes each (3 sessions per week). Finally, after the completion of the training course, a post-test was administered to both groups. The data obtained from these questionnaires were analyzed using Analysis of Covariance (ANCOVA) via SPSS-v24 statistical software. The results of hypothesis testing indicated that the blended curriculum was effective on academic resilience and behavioral inhibition in male elementary school students in the second cycle in Sabzevar, and the blended curriculum was able to explain 66% of the variance of the set of dependent variables. The blended curriculum explained 55.9% of the variance in academic resilience scores, 73.9% of the variance in the communication skills dimension, 77.4% of the variance in the future orientation dimension, 82.6% of the variance in the problem-centered and positive thinking dimension, 62.4% of the variance in behavioral inhibition scores, 73.6% of the variance in the behavioral inhibition system dimension, and 64.3% of the variance in the behavioral activation system dimension. Consequently, by creating a dynamic, interactive, and meaningful learning environment, the blended curriculum significantly enhanced academic resilience and behavioral inhibition by strengthening cognitive and emotional constructs

Keywords: Key Words: Combined Curriculum, Academic Resilience, Behavioral Inhibition.