یحیی یاراحمدی

Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement and the sense of belonging to the school of the senior high school students. The research was developmental in nature, with a sequential exploratory mixed-method design adopting meta-synthesis and quasi-experimental approach. The research scope included all scientific articles and documents published from 2011 to 2021. The validity of the articles was checked via the CASP, the validity and reliability of the meta-synthesis was checked by the Laushe and the Scott’s pi tests respectively. Finally, to implement the educational intervention, 40 male and female senior high school students of Bukan were selected by standardized random sampling method and assigned to two groups of experimental and control. The research instruments included Rio's academic engagement questionnaire (2013), Brown and Evans' (2002) sense of belonging to school questionnaire as well as the researcher designed reverse learning package. Based on the meta-synthesis of the related studies, 4 categories, 8 concepts, and 23 codes for reverse learning were discovered, labeled, and confirmed based on which, a training package was designed and implemented in 10 sessions of 45 minutes. The results showed that reverse learning model has a positive and significant effect on students' academic engagement and belonging to school (sig<0.05).

Nowadays, the role of motivation is important in all activities, including education and achieving academic progress, and it is necessary to analyze it. Therefore, the purpose of this study was to examine the causal model of academic motivation based on perceived teacher support and academic optimism, the mediating role of academic self-efficacy and the effectiveness of the educational program derived from the model on students' academic engagement. As the results showed, the level of academic achievement motivation, perceived teacher support, academic optimism, academic self-efficacy and academic involvement of girls was slightly higher than that of boys, but this difference was not statistically significant. Also, from the students' point of view, the teacher's perceived support on the motivation to progress and academic self-efficacy; Academic optimism affects the motivation to progress and academic self-efficacy affects the academic motivation of students. The research method in this combined article includes; The descriptive method is of correlation type and it is a semi-experimental method with a pre-test-post-test design with a control group.The result of this research contains the statement of the relationship between students' academic motivation based on perceived social support and academic optimism with automatic mediation, which all these factors lead to the explanation of effective academic engagement