Achievement emotions and self-direction can be affected by many factors among which is the curriculum in general, and a curriculum based on understanding by design (UbD), in particular. To assess the extent of this effect a random sample of 60 male 6th graders was divided into two subgroups, one of which was assigned to a curriculum based on understanding by design (UbD). Both groups’ self-directing and achievement emotions were assessed both before and after assignment using instruments assumed to be valid and reliable. Data analysis yielded results that indicate the significant effectiveness of the said curriculum in improving students’ achievement emotions and self-directing.
Seyedi Nazarloo S T, Mahmoodi F, Tahmaasebzaadeh Sheykhlaar D, Dehghaanzaadeh H. The Effect of a Curriculum based on Understanding by Design (UbD) on 6th Graders’ Academic Self-directing and Academic Emotions. QJOE 2026; 42 (1) :131-152 URL: http://qjoe.ir/article-1-4458-en.html
