"Comparing the Effectiveness of Remote versus In-Person Educational Experiences on Academic Self-Control and Psychological Security of Vocational School Students"

Abstract

The present study aimed to compare the effectiveness of two educational-supervisory experiences, namely remote education with distance supervision versus in-person education with direct supervision by the principal, on academic self-control and psychological security of students in a boarding vocational school in Qorveh County. This study was applied in terms of purpose and descriptive-causal comparative (ex post facto) in terms of data collection method. The statistical population included all 214 students of the boarding vocational school in Qorveh County, of which 203 participants were included in the study using convenience sampling. Data were collected using the Academic Self-Control Questionnaire adapted from Li and Vazsonyi (2022) and Duckworth and Kern (2011), and the Psychological Security Scale based on the definition of Binning and Sherman (2021) adapted from the questionnaire of Shamohammadi Zafaran (2026). The collected data were analyzed using paired samples t-test. The findings showed that the mean scores of academic self-control in the remote education condition were significantly higher than the in-person education condition, while the mean scores of psychological security in the in-person education condition were significantly higher than the remote education condition. The calculated effect size for both variables was at a large level, indicating a strong impact of the supervision method on these variables. The overall conclusion is that the experience of remote education with distance supervision increases academic self-control, whereas in-person education with direct supervision by the principal enhances psychological security. Therefore, principals of boarding schools should, with awareness of these findings, strike a balance between opportunities for self-control and providing psychological security for students. A blended and balanced approach can address the psychological and educational needs of students in boarding environments.