Allameh Tabataba’i University Educational Technologies in Learning 2476-4256 7 23 2024 03 20 Comparison of academic vitality, academic self-handicapping and academic burnout of students in virtual and face-to-face education Comparison of academic vitality, academic self-handicapping and academic burnout of students in virtual and face-to-face education 155 184 17670 10.22054/jti.2024.78900.1450 FA Mozhgan Mehrdadian Master of Educational Psychology, Qaen Branch, Islamic Azad University, Qaen, Iran Farokhro Jalili Assistant Professor, Psychology Education and Counseling Department, Farhangian University, PO Box 889-14665, Tehran, Iran Journal Article 2024 03 19 Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.<br />Methods: The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software.<br />Results: The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p).<br />Conclusions: According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary. Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.<br />Methods: The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software.<br />Results: The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p).<br />Conclusions: According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary. https://jti.atu.ac.ir/article_17670_84040973090431ca00de0ca4919fbe7d.pdf