Title: Investigating the Effect of Digital Learning Orientation on Academic Performance of Lorestan University Students Through Mediation of Readiness for Change

 The present study aimed to examine the impact of digital learning orientation on the academic performance of undergraduate students at Lorestan University, with readiness for change as a potential mediator.

 The research employed a descriptive-correlational approach utilizing structural equation modeling. The statistical population comprised all undergraduate students enrolled in the second semester of the academic year 1401-1400 at Lorestan University, totaling 4439 individuals. Through stratified sampling based on the Karjesi and Morgan table, 351 participants were selected as the sample. Data were collected using three questionnaires: Bullen, Morgan, and Qayyum's (2011) digital learning orientation questionnaire, Dortaj's (2004) academic performance questionnaire for Iranian students, and Dunham et al.'s (1989) readiness for change questionnaire. Data analysis involved SPSS software and structural equation modeling in AMOS.

 The results revealed a significant positive effect of digital learning orientation on both academic performance and readiness for change among students. Additionally, readiness for change demonstrated a positive and significant influence on academic performance. Moreover, the mediating role of readiness for change indicated that digital learning orientation not only directly impacted students' academic performance (β=0.414) but also exerted an indirect effect through readiness for change (β=0.196).

 The final model exhibited a good fit, as indicated by all fit indices falling within acceptable ranges. Thus, the model provides a satisfactory explanation of the relationships among the variables under study.