Seyed Hedayat Davarpanah, Ph.D. ,

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.

2023

Student Teachers’ Experiences of Online Education During the COVID-19 Pandemic: Challenges and Opportunities

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Davarpanah, S.H., Barat dastjerdi, N., Shirzad, Z.

Publication Date: 2023

Journal Of Higher Education Policy And Leadership Studies (27171426)4(2)pp. 129-135

2022

Predicting physical and verbal aggression perpetration among teenage boys: an application of the theory of planned behavior

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Alimoradi, K., Davarpanah, S.H., Taymoori, P., Ostovar, A., Rahmani, K.

Publication Date: 2022

International Journal of Human Rights in Healthcare (20564902)15(3)pp. 276-287

Purpose: Aggression has been introduced as one of the serious problems in public health. The purpose of this paper is to evaluate the ability of the extended theory of planned behavior (TPB) to predict the physical and verbal aggression behavior. Design/methodology/approach: In this research, 462 teenagers were evaluated through the demographic questionnaire along with the main structures of the TPB as a predictor of behavior. After one month of follow-up, physical and verbal aggression was evaluated. Demographic data were analyzed descriptively by SPSS21 and predictability of the structures for intention and behavior of the physical and verbal aggression was analyzed by AMOS. Findings: Mean and standard deviation of participants’ age were 14.70 and 1.12 years, respectively. In this research, 22.5% of the participants did not show physical aggression over the last one month and 20% of them did not show verbal aggression over the last month. Path analysis revealed that the variables of the TPB predicted 61% and 32% of variance of intention and physical aggression behavior, respectively, while these variables could describe 43% and 22% of the variance of intention and verbal aggression behavior, respectively. All of the concepts could be significant predictors of the behaviors. Subjective norms were the best predictor of the intention for physical and verbal aggression. Intention and perceived behavioral control were good predictors of physical and verbal aggression. Research limitations/implications: Given the role of subjective norms in intention and also the role of intention and perceived behavioral control of people for aggression, it can be concluded that emphasis on social and psychological education about subjective norms, peer groups and self-control can help reduce this problem. Originality/value: A few studies have predicted behavior occurrence in the future. Given the lack of focus on the role of constructs that may bring about future behaviors, the current research was conducted to use the structures of the TPB to predict behavioral intention as well as perpetration of physical and verbal aggressive behaviors, independently. © 2021, Emerald Publishing Limited.

2021

Ritualism as a Form of Academic Malfunctioning: Iranian Higher Education as a Case Study

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Davarpanah, S.H., Hoveida, R., Barnett, R., Javdani, H., Jamshidian, A.

Publication Date: 2021

Journal Of Higher Education Policy And Leadership Studies (27171426)2(3)pp. 30-56