Resistance to learning: reasons and remedies via a qualitative research synthesis

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dc.authorid0000-0002-4261-0295en_US
dc.authorid0000-0002-3121-6088en_US
dc.contributor.authorKüçükkaragöz, Hadiye
dc.contributor.authorMeylani, Ruşen
dc.date.accessioned2024-09-12T06:21:04Z
dc.date.available2024-09-12T06:21:04Z
dc.date.issued2025en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.description.abstractThis literature review aims to synthesize the factors behind resistance to learning and proposes evidence-based strategies to address them, drawing on two decades of peer-reviewed research. Using a systematic qualitative review, thematic analysis with MAXQDA software identified six categories of resistance causes: psychological, sociocultural, educational, personal, cognitive, and environmental. The study underscores the intricate relationship between individual and contextual influences on learning. It advocates for a comprehensive strategy that fosters growth mindsets, active learning, and emotional and cognitive support within inclusive environments. These approaches aim to meet diverse learner needs, enhancing engagement and effectiveness. The research underscores the critical role of adaptable, inclusive educational practices in reducing resistance and boosting success. Educators, policymakers, and designers are called for a united effort to foster a conducive learning environment by thoroughly understanding learning resistance complexities and evidence-based interventions. The novelty of this study lies in combining issues of learning resistance with research-based solutions in one scholarly piece. It provides valuable insights to enhance teaching and learning, emphasizing the importance of adaptive, inclusive, and supportive educational practices to mitigate resistance and achieve improved educational outcomes.en_US
dc.identifier.citationKüçükkaragöz, H. ve Meylani, R. (2025). Resistance to learning: reasons and remedies via a qualitative research synthesis. Journal of Education and Learning, 19(1), 294-313.en_US
dc.identifier.endpage313en_US
dc.identifier.issn2089-9823
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85202932295
dc.identifier.scopusqualityQ4
dc.identifier.startpage294en_US
dc.identifier.urihttp://edulearn.intelektual.org/index.php/EduLearn/article/view/21904
dc.identifier.urihttps://hdl.handle.net/11468/28841
dc.identifier.volume19en_US
dc.indekslendigikaynakScopus
dc.institutionauthorMeylani, Ruşen
dc.language.isoenen_US
dc.publisherIntelektual Pustaka Media Utamaen_US
dc.relation.ispartofJournal of Education and Learning
dc.relation.isversionof10.11591/edulearn.v19i1.21904en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectActive learningen_US
dc.subjectEnvironmental contexten_US
dc.subjectHolistic approachen_US
dc.subjectLearning resistanceen_US
dc.subjectPsychological factorsen_US
dc.subjectSociocultural influencesen_US
dc.titleResistance to learning: reasons and remedies via a qualitative research synthesisen_US
dc.titleResistance to learning: reasons and remedies via a qualitative research synthesis
dc.typeArticleen_US

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