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Locus of control is measured as internal versus external, and anxiety as low, moderate, and high. With a sample of 107 undergraduate students, inferential statistics including ANOVA and pairwise post hoc tests analyze main and interaction effects. Results show internal-control students outperform external-control students, and moderate-anxiety students outperform low and high anxiety peers in competencies and obstacles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-of-blended-learning-competencies-and-obstacles-among-educational-technology-students-in-light-of-different-anxiety-levels-and-locus-of-control/599754/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-of-blended-learning-competencies-and-obstacles-among-educational-technology-students-in-light-of-different-anxiety-levels-and-locus-of-control/599754.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What variables does the study examine in relation to blended learning?","Question",{"text":112,"@type":113},"The study examines locus of control (internal vs external) and anxiety level (low, moderate, high) as independent variables, and students’ perceived blended learning competencies and obstacles as dependent variables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data analyzed?",{"text":117,"@type":113},"Inferential statistics were used, including analysis of variance (ANOVA) and pairwise post hoc tests, to test main effects and interaction effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What major findings are reported about students’ locus of control?",{"text":121,"@type":113},"Students with an internal locus of control reported significantly better blended learning competencies (knowledge and technological) and fewer perceived obstacles than those with an external locus of control.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599754,1792160958,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control  \nOsamah Ahmad Aldalalah  \nJadara University, Jordan  \nAl-Mothana M. Gasaymeh  \nAl-Hussein Bin Talal University, Jordan  \nAbstract  \nThe purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High) . The dependent variables were the students’ perceptions of their personal blended leaning competences (Knowledge & Technological) and students’ perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.  \nKeywords: Blended learning competencies; Blended learning obstacles; Locus of control;  \nAnxiety level  \nIntroduction  \nReform in higher education is a strategy that aims to make a major adjustment in educational methods and theories (Khader, 1993) . The international educational systems have agreed on the important role of the lecturers in public development and the necessity for high quality education systems that focus on the preparation of the student in terms of mental aptitudesand abilities (Qtami, 2005) . The great potentials of the human mind and how it may be developed demonstrate the importance of having open minded learners who meet the expectations of their communities and perform effectively in the global market. Preparing students in the third millennium necessitates a higher level of cognitive adaptability (Al-atom, 2004) . In order to improve the higher education outcomes, the planning of curricula was sought to develop educational materials that are composed based on the findings of the  \nacademic research in psychology and the related cognitive psychology fields. The adoption of traditional educational systems based on memorization, reiteration, or lecturing would make students feel bored. The psychological interests and integrated personality of individuals become a major concern for higher education professionals. This fact is illustrated by the accelerating pace of modern life and diligent work for living which adds a burden characterized by psychological stressors. Self-understanding and control is necessary for the human to adapt to the surrounding environment. Insecure relationship with life starts out when one starts thinking introspectively towards inability to adapt (Albdoor, 2006) . Therefore, when educators select a new mode of instruction (e.g., blended learning) there is need to understand the students’ characteristics and their effects on the students’ perceptions of such new mode of instruction.  \nBlended Learning  \nHigher education that is based on blended learning combines both the traditional and modern technology in education (Long, Vignare, Rappold, & Mallory, 2007) . Blended learning has various advantages including effort and time-saving as well as cost effectiveness. In, addition blended lea","cbCaiiqECMN4QvTL","https://ap.wps.com/l/cbCaiiqECMN4QvTL","pdf",748667,21,"English","# Abstract\n# Introduction\n# Blended Learning\n## Definitions and advantages\n## Challenges and implementation perspectives","[{\"question\":\"What variables does the study examine in relation to blended learning?\",\"answer\":\"The study examines locus of control (internal vs external) and anxiety level (low, moderate, high) as independent variables, and students’ perceived blended learning competencies and obstacles as dependent variables.\"},{\"question\":\"How were the data analyzed?\",\"answer\":\"Inferential statistics were used, including analysis of variance (ANOVA) and pairwise post hoc tests, to test main effects and interaction effects.\"},{\"question\":\"What major findings are reported about students’ locus of control?\",\"answer\":\"Students with an internal locus of control reported significantly better blended learning competencies (knowledge and technological) and fewer perceived obstacles than those with an external locus of control.\"}]","Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control | PDF",1792089375,53]