Document Type : Original Article
Authors
1
Master of Educational Psychology, Yazd University, Yazd, Iran
2
Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
3
Assistant Professor, Department of Education, Yazd University, Yazd, Iran.
4
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
10.48310/reek.2026.5115
Abstract
Background and Objectives: Academic dependency refers to a situation in which students rely on external help and support from parents or teachers to complete their academic assignments and tasks. The present study aimed to analyze the concept of academic dependency among elementary students educated during the period of virtual learning.
Methodology: This research is a qualitative study that was conducted using the "grounded theory" research method. The target population in this study included mothers of students who exhibited signs of academic dependency during the virtual learning period. Participants were selected using purposive sampling. Data were collected through semi-structured, in-depth interviews. Theoretical saturation was achieved after conducting 11 interviews. The data were analyzed using "coding" and "categorization" in three levels of open, axial, and selective coding based on Strauss and Corbin.
Findings: The findings indicate that academic dependency is one of the most significant challenges in virtual education, rooted in psychological, age-related, economic, systemic, and educational causes. Intervening environmental conditions (such as communication, psychological, inflexible, occupational, financial, and educational circumstances) and contextual conditions (personality and family) were identified as effective factors contributing to this phenomenon. Furthermore, legislative, psychological, reward and punishment, and collaborative strategies have been proposed to address this issue. The consequences of academic dependency also encompass family, psychological, academic, and physical dimensions.
Conclusion: Virtual education has increased students' academic dependence on parents. Therefore, it is essential to design joint intervention programs among schools, families, and specialists to reduce this dependence and strengthen self-regulated learning.
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