Articles
Publication Date: 2025
Integration of Education (19919468)29(2)pp. 368-384
Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands. Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility. Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments. Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings. © Shavaran S. H. R., Nasr Esfahani Karladani M., Davarpanah S. H., 2025. The content is available under a Creative Commons Attribution 4.0 License.
Publication Date: 2022
Journal Of Higher Education Policy And Leadership Studies (27171426)3(2)pp. 85-101
This study describes the development and validation of an instrument aimed at measuring the faculty's academic optimism in higher education. The data were collected from 211 faculty members who graduated from Iranian, Indian, Australian, United States, and British universities. At first, a question pool was developed to operationalize experts' perceptions about academic optimism in their academic environments. In the second stage, the face and content validity of the scale were examined. Then, a pilot test was deployed to clarify the construct ambit and settled the measure and the meaning of academic optimism, through statistical methods. Then, an exploratory factor analysis was performed on 29 items, followed by a confirmatory factor analysis, which result in an ultimate scale of 23 statements in three factors including professionalism, academic emphasis & collective trust. The Cronbach's alpha coefficient was applied and showed a reliable scale (r= 0.83). The final model represented very good fit (GoF =0.73), and the psychometric properties, such as discriminant, convergent and factorial validity, as well as reliability was assessed. Lastly, the implications of this tool for future research directions are discussed. © 2022 Ali Khorsandi Taskoh. All Rights Reserved.
