Background and Aim:The aim of the present study was to investigate the effect of situational mobile learning on the academic self-efficacy and academic resilience in girl students of Kermanshah secondary school in the academic year of 2019/2020.
Methods: This research was conducted experimentally with two groups of experiments and controls. The statistical population included all girl high school students in Kermanshah. The statistical sample was 30 girls who were in two groups of experiments (15 people) and control (15 people). The statistical method was analysis of covariance, which was analyzed using SPSS 23 software. The instruments used were Jinks, & Morgan academic self-efficacy Questionnaire (1999).
Results: The results showed that situational mobile learning program has a significant effect on academic self-efficacy, but does not have a positive and significant effect on academic resilience. The findings showed that there is a significant difference between the effects of the two groups of students, the experimental group and the control group (p=0.016 and F=6.653 (27 and 1). Based on the results, it can be said that by maximizing the training courses for teachers, it is recommended to use modern technology in teaching in order to improve education for students.
Conclusion: situational mobile learning as a teaching and learning tool is always growing and changing in such a way that mobile teaching-learning is revolutionizing the field of learning. It is recommended to pay more attention to teaching through situational mobile teaching in order to promote and improve students' education.interest in learners.