هیجانات تحصیلی و رویکردهای یادگیری در آموزش مجازی

The present study aimed to investigate the mediating role of hope for the future career in the relationship between academic emotions and learning approaches in virtual education. For this purpose, the statistical population of this research included all the students of Payam Noor University in Fars province in the academic year of 2014-2014, 338 of them were selected using proportional sampling method. The tools used in this research included Biggs (2001) learning approaches questionnaires, Johnton and Thurston's (2006) hope for future career, Pakran's (2005) academic excitement questionnaires. The collected data were analyzed using the structural equation method using SPSS 26, Amos software. The findings of the research indicated that positive educational excitement in virtual education is directly influenced by the deep approach (β = 0.404) and surface approach (β = -0.22) and hope for the future career (β = 0.40). ,) is predicted (p<0.01), negative educational excitement in virtual education directly by hope for future career (β=-0.36), deep approach (β=-0.34) and surface approach (30 β = 0.01), it is predicted (p<0.01), hope for the future career in virtual education is directly predicted by superficial learning style. (β = 0.478, p < 0.01), career hope in virtual education is directly predicted by deep learning style (β = 0.47, p < 0.01). According to the results of the findings, learning approach and hope for the future career can predict academic emotions; Therefore, it is necessary for specialists to pay attention to the factors affecting positive emotions in order to promote virtual education and increase the participation of learners. According to the results of the current research, specialists can achieve this when the learner uses the deep learning approach and has hope for a future career.