نمط التحكم التعليمي بمحاضرات الفيديو وأثر تفاعله مع مستوى المثابرة الأكاديمية في تنمية التحصيل والدافعية للإنجاز لدى طلاب كلية التربية
This study aims at identifying the effect of interaction between instructional control style in video lectures and the level of academic persistence in developing achievement and motivation for achievement for faculty of education’s students. The researcher uses Factorial Design 2 × 2. The research sample consists of 100 students from faculty of education, English department, Helwan university. The research results in: There is statistically significant difference at the level of ≤ (0.05) between the mean scores of faculty of Education students in the post application of the achievement test and the achievement motivation scale as a result of the difference instructional control style in the video lectures, There is statistically significant difference at the level of ≤ (0.05) between the mean scores of faculty of Education students in the post application of the achievement test and the achievement motivation scale as a result of the difference in the level of academic persistence in the video lectures. There are statistically significant differences at the level of ≤ (0.05) between the mean scores of faculty of education students in the post application of the achievement test as a result of the interaction between the control style in the video lectures and the level of academic persistence. There are statistically significant differences at the level of ≤ (0.05) between the mean scores of faculty of education students in the post application of the achievement motivation scale as a result of the interaction between the control style in the video lectures and the level of academic persistence. The study recommended the need of taking advantage of video platforms' services in the educational process, and working on producing collaborative videos using the learner's control style in other courses and employing them in different educational situations. (Published abstract)