Document Type : Original Research Paper

Author

• kazem hassani

Faculty of Payame Noor University

Abstract

Background and Objectives: Online learning opportunities have rapidly increased in education in recent years, and online education has become an integral part of education This educational approach has provided unique opportunities for accessing knowledge and skills. However, it also has its own challenges. One of the most important of these challenges is ensuring "classroom well-being" in these virtual environments. Therefore, the present study aimed to validate the components of classroom well-being in an online learning environment.

Methods: The research is applied in terms of purpose and descriptive-exploratory in terms of method, and was conducted in the form of a structural equation model. The statistical population of the study consisted of all students studying in the second level of secondary education in Marivan city (Kurdistan province) in the academic year 1402-1403. Krejci and Morgan (1970) table was used to determine the sample size. Based on this table, from the statistical population of 2,167 high school students in Marivan city, 326 students were selected as a sample. In this study, the staged cluster sampling method was used. Thus, in the first step, six schools were selected in the city of Marivan (Shahed, Amir Kabir, Farzanegan, Ahmadi Roshan, Qods, Tizhoshan), two schools in the city of Barda Rashe (Mardukhi and Saeb), and two schools in the city of Kani Dinar (Shahid Motahari and Nakhbegan). Then, in each school, 3 classes, and in each class, 11 students were selected as a sample at regular random from the student attendance list, and the necessary data were collected by distributing questionnaires in person among the students. The classroom well-being questionnaire (Xiao & et al., 2023) was used to collect data. Research data analysis was performed using descriptive statistics methods (mean and standard deviation), and structural equation modeling was performed using SPSS26 and Smart-PLS software.

Findings: Based on the results of this study, the proposed model of causal relationships between research variables had an acceptable fit, and the model's predictor variables were able to explain 0.58 percent of the variance in class well-being. The results showed that teacher-student interaction, sound richness, sound enjoyment, perceived ease, and perceived usefulness significantly improved students' classroom well-being, such that these variables predicted classroom well-being positively and significantly (P<0.05). Also, the highest and lowest explanatory power for classroom well-being was related to teacher-student interaction (β=0.372) and perceived usefulness (β=0.002), respectively.

Conclusion: TThe findings showed that classroom well-being is a multifaceted concept and is shaped by the interaction between psychological, technological, and environmental factors. The quality of the teacher-student relationship, along with the richness and pleasantness of the auditory experience in the virtual classroom, provides the emotional foundation for learners' security, motivation, and satisfaction, serving as a mediator between cognition (perceived ease and usefulness) and positive academic emotions . Therefore, the results of this study provide important practical strategies for education officials and planners to, through timely and appropriate interventions, design pre‑service and in‑service online training programs for teachers focusing on teacher–student interaction, audio richness, aural delight, perceived ease of use, and perceived usefulness—thereby fostering greater teacher–student interaction within a motivating, active, and effective online learning environment.

Keywords

• classroom well-being
• online educational
• teacher-student interaction

Main Subjects

• Electronic learning- virtual