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The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p < 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.
Atef et al. (Fri,) studied this question.