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Open Access Article
1 - Assessment learning style of architecthure students of Technical and vocational school of girls in Shiraz
farkhondeh rafieeLearning style refers to the differences in people's preference for ways of receiving, organizing and processing information in learning new concepts.Understanding students is one of the most important and effective factors in architectural education.The technical and v MoreLearning style refers to the differences in people's preference for ways of receiving, organizing and processing information in learning new concepts.Understanding students is one of the most important and effective factors in architectural education.The technical and vocational university, with skill-based training, seeks to foster skilled workers for post-graduate employment.Therefore, it is important to be aware of the students' learning style in order to teach and guide them.This article attempts to identify the dominant learning style of architecture students based on David Kolb's learning style, which includes four divergent, convergent, adaptive and absorbing learning styles.The present study is a descriptive-analytical study that was conducted in 1398 on students of architecture of Shiraz Girls' Technical School who have completed at least one semester.The results show that students' dominant learning style is 42% divergent, 34% accommodator, 16% assimilator and 12% convergent, respectively.Given that architecture is a multidisciplinary field. Professors should try to identify and address students' weaknesses, and to incorporate the learning style learned in teaching. Manuscript profile -
Open Access Article
2 - Prediction of Student Learning Styles using Data Mining Techniques
Esther Khakata Vincent Omwenga Simon Msanjila -
Open Access Article
3 - Study of architecture students’ learning styles
seyede somayeh mirmoradiLearning style is the person's desire to receive and organize information with a particular method or set of methods, and specifically points to the differences in the preferences of the methods of receiving, organizing and processing information and experiences in lear MoreLearning style is the person's desire to receive and organize information with a particular method or set of methods, and specifically points to the differences in the preferences of the methods of receiving, organizing and processing information and experiences in learning new concepts. Cognitive learning styles are more widely used than other styles and are divided into different categories, one of which is the Kolb’s experimental learning style. The purpose of this study is to determine the students' learning styles in undergraduate architecture students based on Kolb's experimental learning theory. This research begins with the original question of whether a dominant learning style can be described as a common learning style for students of architecture, and the question is whether students' learning styles of architecture are appropriate to the needs and goals of the architecture. Current research is a descriptive-analytic study that was done in a cross-sectional study in 2017. The research community of all students of Architecture Engineering of Babol Noshirvani university of technology in the first to last grade that was 85 students. The results of the research show that the distribution of architectural students is in the order of priority of divergent learning styles of 60.5% and Accommodate is 25%. Given that the characteristics of learners with a divergent learning style are more in line with the artistic and humanitarian aspects of architecture, and these learners have a strong imagination and great creativity, it can be said to largely correspond to the educational conditions prevailing in this field. But architecture is a multidisciplinary field, and in addition to the artistic and human aspects, its technical aspect is also important, as well as in architecture design courses that cover half of the undergraduate units, due to the dual characteristics of the divergence and the convergence of the design process, It is necessary to strengthen the learning style of these students and to use the many abilities of divergent students in this field, the professors will try to choose methods to cover the weaknesses of students with opposite styles. It can be said that a successful learner in multidisciplinary architecture should be able to strengthen the ability to move in the whole experimental Kolb’s learning cycle and use different learning styles in different stages of design. Different solutions can be used to achieve this goal. It is necessary for the professors of this field, while recognizing the dominant learning styles of students, to remind students the importance of each of the abilities associated with each learning style in different aspects of architectural design and help them to identify their strengths and weaknesses. Also, by recognizing the differences between different style learners, professors can provide students with the appropriate educational opportunities with different educational methods in time intervals, proportional to the prevailing percentages of each style. Also, performing architectural design projects in a group consisting of different style students is the perfect solution for further engagement and identification of weaknesses and efforts to strengthen them in a team work. Manuscript profile -
Open Access Article
4 - Explaining pattern of individual-centered design process and Architectural design training model based on learners’ cognitive differences
Elaheh sadat Hosseini Mohammad Mansour Falamaki Isa HojatTraining in architecture is one of the most controversial issues in educational and artistic centers around the world, as well as training in other fields of art. The structure of architectural education is formed around a nucleus called design. The most important missi MoreTraining in architecture is one of the most controversial issues in educational and artistic centers around the world, as well as training in other fields of art. The structure of architectural education is formed around a nucleus called design. The most important mission of architectural education is to create comprehensive thinking that provides students with the ability to step into the process of architectural design. Ignoring student’s capabilities, tendencies, and conducting similar educational programs are Part of mistakes in teaching architectural design. The characteristics of design learners are the same as the characteristics of all human beings, which are classified as individual differences. It means that design learners differ in their ability, knowledge, insight, and transfer in design activities. It is not possible to provide a specific program for teaching the design process without gaining knowledge of the student’s differences in each educational group and without the required knowledge to guide the capabilities and improve the shortcomings. Thus, individual education seems necessary. This research seeks to provide a design process model based on learners’ differences and their corresponding educational model. The research method is Grounded Theory that seeks to construct a theory through exploration among architectural design instructor. Therefore, 100 questionnaires were distributed among the young teachers of the Islamic Azad University, and Theoretical saturation was obtained with 47 questionnaires fully answered, which is followed by the analyzed results. Through open coding, 83 pivotal followings of 9 major categories were produced, out of 472 Primary components, extracted from theoretical foundations and field studies which are: cognitive differences of the learner, objective mental processes, purposeful educational steps, learner-learner interaction, the formation of design personality, learner personality, adaptive structure of education, design system of thought and specialized empowerment. The core category was designated as a person-centered process after segregating in condition, interaction, and consequence field. The Person-centered design model was developed, using the constructive concepts of grounded theory and spiral paradigm of the design process, which is an action between Individual characteristics in terms of thought, creativity, knowledge, educational goals and experiential learning cycle, can be entered with any level of ability and any style of thinking and learning, but successful getting out of this spiral which has moved forward in time depends on individual abilities of designers. Actions between these components will form the main cycle of the design process, which are: thought, creation, and testing. The mentors’ mission is to recognize these characteristics, their growth, and developing them in line with the design goals. In the end, the educational strategies corresponding to the mentioned concepts were presented in the form of architectural design training models based on the cognitive differences of the designers. In the construction of this model, among the major categories obtained in the construction of contextual theory, 5 categories were used that are operational and can be planned and implemented by the learner. The other four categorizations are conditions, interactions, or hidden consequences in the model, which are inherent in the learner's nature or are acquired through teaching methods. Manuscript profile -
Open Access Article
5 - Architecture student’s learning styles: a comparison between continuous Bachelor and discontinuous Bachelor Degree in Universities of Hamedan province
Shirin Gooran Manouchehr Foroutan Omid DejdarIn the definition of education, it can be said that the professional activities of the teacher are called "education". It is said that the set of activities and efforts are made to clarify the topic of learning that is planned by the trainer and that there is an interac MoreIn the definition of education, it can be said that the professional activities of the teacher are called "education". It is said that the set of activities and efforts are made to clarify the topic of learning that is planned by the trainer and that there is an interaction between the trainer and the trainer or the recipients. Recognizing and understanding different learning styles is an important factor in improving the learning process and preventing talents and aptitudes from declining and wasting away. On the other hand, coordination between the learner and the teacher through various learning styles and educational plans can boost the training and help the learner with his/her educational achievements. This aim of this study was to investigate and compare the different learning styles of two academic groups, namely the students of continuous undergraduate program (4-year bachelor) and the students of discontinuous undergraduate program (2-year associate+2-year bachelor), in the field of architecture in the universities of Hamedan Province based on academic performance and gender. These universities included the state universities (Bu-Ali Sina and Malayer), the branches of Islamic Azad University Hamedan, Malayer, Bahar and Asadabad Branchs and the private universities (Science and Culture University, Civil & Tosee and Hegmataneh) which were active during academic year 2017-2018. The methodology was causal-comparative. Questionnaires (Kolb’s LSI) were used for collection of the required data and the chi-squared test was used for analysis of the collected data. Statistical operations were performed on a total number of 309 persons and 19 individuals exited the sample population. Then, the questionnaires were redistributed in a number of universities to improve the quality of the study. SPSS software was used for analysis of the data collected via the questionnaires. Pearson correlation test was used to examine the relationship between the components of learning styles questionnaire. The results of Pearson correlation test showed a significant relationship between the components of learning style. Also, the average score of the educational units passed by the students was decided to comprise the academic performance index. The results indicated that the assimilation learning style had the highest (31.7%) frequency and the divergent learning style had the lowest (15.9%) one. Also, a significant difference was found between the learning styles of the students of continuous and dissentious BS programs as well as between the learning styles of different universities. The students of continuous undergraduate program had the highest frequency in the assimilation learning style and the lowest in the divergent learning style. On the other hand, the students of discontinuous undergraduate program had the highest frequency in the accommodation learning style and the lowest in the divergent learning style. However, no significant difference was found between different genders and students. Based on the results, it is recommended that different subsidiary courses and curricula be designed and implemented in the undergraduate program to help motivate students and improve their talents and a more comprehensive introduction be offered to applicants prior to entering the field of architecture to better familiarize them with the artistic aspect. Manuscript profile -
Open Access Article
6 - Designing an Effective Education Model Based on Learning Styles in Medical Education
azar solimani hadi rezghi shirsavar hamid shafizadehIntroduction: An important factor that helps teachers to prepare the conditions for effective learning is to pay attention to the type of learning style of students. The purpose of this article is to design an effective teaching model based on learning styles in medical MoreIntroduction: An important factor that helps teachers to prepare the conditions for effective learning is to pay attention to the type of learning style of students. The purpose of this article is to design an effective teaching model based on learning styles in medical education. Methods: The method of this research is mixed (qualitative-quantitative) approach. In this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software has been used to identify the dimensions, components and indicators. The statistical population was in the qualitative section of all experts in the field of education and medical sciences. In order to validate the model, confirmatory factor analysis has been used through smart pls3 software. The statistical sample of the quantitative section includes 387 professors of Tehran University of Medical Sciences. Results: Findings were extracted in the qualitative section including 3 dimensions of 9 components and 43 indicators. The findings of the quantitative section showed that among the studied dimensions, teaching and learning process with a coefficient of 0.700 and among the components, learner readiness with a coefficient of 0.875 and finally Educational design of medical courses with a coefficient of 0.930 among the indicators have the largest share in the design of effective education based on learning style. Conclusion: The results showed that in order to draw an effective training model based on learning styles in medical education, special attention should be paid to educational processes, outputs and finally to inputs. Manuscript profile -
Open Access Article
7 - The Effect of Hani and Mumford's Learning Styles on Auditor's Professional Profession: Preferential Learning Theory Test
reza nematikoshteliLearning styles are considered to be the preferred methods for individuals to receive and process information. Hence, professional judgment is a function of the auditor's performance that can be influenced by learning styles. Therefore, increasing the quality of profess MoreLearning styles are considered to be the preferred methods for individuals to receive and process information. Hence, professional judgment is a function of the auditor's performance that can be influenced by learning styles. Therefore, increasing the quality of professional judgment improves the performance of auditors and ultimately improves the quality of auditing. In this regard, the purpose of this research is to investigate the effect of Mumford's learning styles on the auditor's professional judgment. the research method is a descriptive survey and from the perspective of the purpose, it is of an applied type that the standard questionnaire has been used. The research sample is 512 auditors working in trusted auditing firms of the stock exchange who were selected by a simple random sampling method. Also, research hypotheses were tested by modeling structural equations using LISREL software. The results show that Hani and Mumford's learning styles have a significant effect on the auditor's professional judgment. Thus, pragmatist, Reflector, Activist, and Theorist learning styles have the most impact on the auditor's professional judgment, respectively. The results of this research can help audit firms in hiring new auditors and when hiring employed auditors, to consider the type of learning styles they have, to increase the quality of auditing by improving decision-making and professional judgment. Manuscript profile -
Open Access Article
8 - Predicting Achievement Motivation Based on Kolb's Learning Styles in High School Students in Tehran
leila rezaei Hassan Ahadi Hassan AsadzadehThis study was aimed at predicting achievement motivation based on Kolb's learning styles among high school students in Tehran. The research design was correlational. The population included all high school students in 2013. 720 students (360 girls, 360 boys) were se MoreThis study was aimed at predicting achievement motivation based on Kolb's learning styles among high school students in Tehran. The research design was correlational. The population included all high school students in 2013. 720 students (360 girls, 360 boys) were selected through multi-stage random cluster sampling. The instruments were Learning Styles Inventory (Kolb & Kolb 3, 1 2005) and Achievement Motivation Test (Hermans, 1970). Data were analyzed by stepwise regression analysis. The results showed that among Kolb's learning styles only divergent learning style could predict achievement motivation of students significantly (P&le0.05). It should be pointed out that other learning styles including assimilator, convergent and accommodator which showed no significant effect on achievement motivation were eliminated. Manuscript profile -
Open Access Article
9 - The relationship between play styles and learning styles of business management students
mahsa moradi khadijeh aliabadi Mohammadreza nili saeed porrostaeiThe purpose of this study was to investigate the relationship between Hexad player styles and Kolb learning styles. The research method was a correlation. The statistical population of the study included all students of Zanjan University in the 2019 academic year, of wh MoreThe purpose of this study was to investigate the relationship between Hexad player styles and Kolb learning styles. The research method was a correlation. The statistical population of the study included all students of Zanjan University in the 2019 academic year, of which 120 people were selected as a sample of research by available sampling method. To measure the variables, the Hexad player style Questionaire (Marczewski, 2016) and learning styles Questionaire (Kolb's,2005) were used. The research data were analyzed using the logistics regression method. The results of data analysis on the relationship between game styles and learning styles indicate that the social player style is predictable by divergent, pragmatic, and convergent learning styles and the direction of the relationship in these three styles is positive: divergent (p = ./05), pragmatic (p =./05) and convergent (p =. /05). Also, the results show that the Diverging learning style significantly predicts achiever player style. The direction of this relationship is negative (p = ./05); That is, people who have a higher achiever player style have a less divergent learning style. Also, the Converging learning style can significantly predict the Disrupter player style. The direction of this relationship is positive so learners who have a convergent learning style also have a Disrupter player style. As a result, the dimensions of learning styles and their components can be a good predictor of game styles. Manuscript profile -
Open Access Article
10 - Structural Equation Model of Academic Performance and Academic Success based on Learning Styles and Metacognitive Skills of Reading by Mediating Role of Academic Engagement in Male Students in Secondary Schools
Abbas Panahande Hossein Davoodi Davood Taghvaie sohrab abdi zarrinThe purpose of this study was to determaine the structural equation model of academic prformance and academic success based on learning styles and metacognitive skills of reading by mediating role of academic engagement in male students in the secondary schoos. The stat MoreThe purpose of this study was to determaine the structural equation model of academic prformance and academic success based on learning styles and metacognitive skills of reading by mediating role of academic engagement in male students in the secondary schoos. The statistical population consisted of all male students of secondary schools in Isfahan city in academic year of 2019-20. By using of cluster sampling method, 225 male students were selected as the sample. Participants responded to Fam & Taylor's (1999) Academic Performance Questionnaire, Felder & Slomon's (1996) Learning Styles Questionnaire, Friedrichs et al.'s (2004) Academic Engagement Questionnaire, and Metacognitive Reading Strategies Inventory (Mokhtari & Reichard, 2002). Academic grade point average was used as a criteria for academic success. Evaluation of the proposed model was performed using structural equation modeling by software of Amos-24. The results showed that the direct effect of input learning style, metacognitive skills of reading and academic engagement on academic performance (p<0.001), direct effect of cognitive learning style, metacognitive skills of reading and academic engagement on academic success (p<0.001) and direct effect of cognitive learning Intuitive and metacognitive skills of reading significant on the academic engagement (p<.001). Indirect coefficients also showed that perceptual and processing learning style through academic engagement had a significant indirect effect on academic performance and success(p<0.001). Therefore, the role of learning styles, metacognitive skills of reading and academic engagememt on academic performance and academic success are important. Manuscript profile -
Open Access Article
11 - EFL Male and Female Learning Styles and Multiple Intelligences A Case of Iranian EFL University Students
Mohammad Reza Sadeghi -
Open Access Article
12 - Learning Styles and Attention Control; the Case of Iranian Female EFL Learners
Hamid Gholami Ensieh Aramesh Samira Golshani -
Open Access Article
13 - Comparing the Effectiveness of Employing Convergent and Divergent Tasks to Improve Iranian EFL Learners’ Writing Skill and Reading Comprehension Ability: Does Gender Matter?
Amirnader Elahi Davood Mashhadi Heidar Valeh Valipour -
Open Access Article
14 - Relationship between Learning Style Preferences and Nationality Background: A Case Study of Iranian and Iraqi University EFL Students
Sediqeh Vahdat Zohreh Gooniband Shooshtari Faezeh MohammadnejadThis study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. MoreThis study investigated the relationship between learning style preferences and the nationality background of Iranian and Iraqi University EFL students. A total number of 40 male and female participants, 20 Iraqi and 20 Iranian, majoring in EFL, took part in this study. To conduct the study, a qualitative-quantitative method was used which encompassed two kinds of data-gathering instruments: a questionnaire and a semi-structured interview. The first instrument was Cohen, Oxford, and Chi's (2001) online learning style survey questionnaire which assessed the participants’ general approaches to learning, and the second instrument was a semi-structured interview that asked some other questions not covered by the questionnaire. Prior to using the learning style survey questionnaire, a pilot study was conducted to validate and refine the questionnaire. Statistical procedures such as descriptive statistics which consisted of Mean, Skewness, Kurtosis, and Standard Deviation were used. Moreover, the Chi-square, Cramer’s V, and T value were used to analyze the collected data. The obtained results revealed that the relationship between learning style preferences and nationality background was meaningful and the learning styles of students from these two nationalities were different from each other. From a quantitative standpoint, Iranian learners were more open-oriented learners, while Iraqi participants were more closure-oriented in their learning process. The results also revealed that not only the Learning Style Preferences (LSPs) were different across groups, but also were various for individuals in each group. The results of this study offer valuable insights for teachers who are working with learners from diverse nationalities. Manuscript profile -
Open Access Article
15 - Identification of learning styles: Curriculum planning review of technical and vocational educational system
Ali Ghanaei Azam Mohammad Zadeh Ghasr Hamideh Pak Mehr Elaheh HajjarThe aim of the present study was to investigate the learning styles in technical and vocational students. Descriptive method was selected to conduct the present research. Population of the study was consisted all of technical and vocational students of Mashhad. A random MoreThe aim of the present study was to investigate the learning styles in technical and vocational students. Descriptive method was selected to conduct the present research. Population of the study was consisted all of technical and vocational students of Mashhad. A random sample of 193 members was selected to respond the VARK learning style questionnaire. Data was analyzed by using descriptive statistics (Pierson correlation, simple regression, mean and standard deviation) and inferential statistics (MANOVA, ANOVA). The findings showed that there was a significant difference between visual, aural, read/write, kina-esthetic and blended learning styles (p < 0.001). Most of the students’ learning style was aural learning style. Most of female students tended to visual learning style and most of male students tended to read/write learning style (p < 0.05). The second level students tended to visual learning style and the third level students tended to read/write learning style (p < 0.05). There was a significant relationship between academic achievement and visual learning style. Results of simple regression analysis revealed that academic achievement could be determined by visual learning style (p < 0.05). According to these findings, nature of technical and professional fields, the rule of aural learning style on this system and curriculum elements need to be changed seriously. Manuscript profile -
Open Access Article
16 - The Relationship Between Learning Styles And Brain Quadrants Dominance Of Students
Mohammad Reza Nazemi Hasan ToozandehjaniThe present study was to investigate the relationship between learning styles of students was conducted brain dominance quarterdesigned and completed descriptively with correlation design. This descriptive correlational study was designed. Statistical Society of t MoreThe present study was to investigate the relationship between learning styles of students was conducted brain dominance quarterdesigned and completed descriptively with correlation design. This descriptive correlational study was designed. Statistical Society of this research consisted of all secondary school students in the Mashhad were enrolled in the academic year 93- 94. The sample included 380 students of middle schools of Mashhad city. Herman’s brain dominanceand Kolb's learning styles questionnaires were administered by members of sample. The Research results showed that learning styles and brain quadrants dominance have a significant relationship, so that there are positive significant relationships between diverging and assimilating learning styles with D & C brain quadrants and between Converging and accommodating learning styles with A & B brain quadrants. Because of its flexibility and ability to change in the brain, the experience of learning styles can cause changes in the brain and control over different parts of the brain causes. Given the importance of student achievement and effect styles learning behavioral and cognitive function in the brain, which need further education in learning styles of each student for teachers and coaches to be considered. Manuscript profile -
Open Access Article
17 - The relationship between learning styles and academic achievement in female high school students of Esfahan
جهانبخش رحمانی مینا ازلیThe purpose of this research was to investigate the relationship between learning styles of female high school students and their academic achievement. The target population was female high school students of educational district No.5 of Esfahan including 3483 students. MoreThe purpose of this research was to investigate the relationship between learning styles of female high school students and their academic achievement. The target population was female high school students of educational district No.5 of Esfahan including 3483 students. Trough multi- stage random sampling method, 350 individuals were selected as the research sample. Research method was descriptive – survey method and data collecting was a questionnaire named Felder and Solomon Learning Style Index (FLSI). Using test-retest method, the reliability of questionnaire was calculated and obtained coefficients were : 0.86 for sensory-intuition domain,0.84 for active-reflective domain,0.86 for visual-verbal domain,0.82 for sequential-global domain. Felder and Solomon have verified validity of the questionnaire. Collected data were analyzed by Pearson correlation coefficient and multiple regressions. Results showed that in human science courses, intuitive learning style, and in empirical science courses, global learning style correlated to academic achievement of students. Other styles showed no significant correlation with academic achievement. Multi regression analysis revealed that intuitive learning style of students of human science courses and global learning style of students of empirical science courses can predict academic achievement. Manuscript profile -
Open Access Article
18 - The relationship between Kolb learning styles with personality traits and academic performance of university students
hosein eskandary mashood asrafabady hamidreza arab mohamad naghavyThe main purpose of the present study was to investigate the relationship between Kolb’s learning styles, personality traits and academic performance among the university students. Method of research was correlation and the research population was consisted of 314 MoreThe main purpose of the present study was to investigate the relationship between Kolb’s learning styles, personality traits and academic performance among the university students. Method of research was correlation and the research population was consisted of 3145 students of Kermanshah Razi University. There were 320 students among them from different majors (196 female students and 124 male students) who were selected by using Krejcie and Morgan sample size table and by cluster random sampling method. Assessment tools were consisted of short form of NEO Personality Inventory and Kolb's learning styles inventory. Students' mean scores were used to measure academic performance. Data were analyzed by using Pearson’s correlation coefficient and stepwise regression analysis. The results showed that there were significant relationships between learning styles and personality traits of the students with academic performance and each of the learning styles of students with certain personality traits were associated (p < 0.01 and p < 0.05). Stepwise regression analysis showed that there were significant multiple correlation between personality traits of neuroticism and conscientiousness, and learning styles of abstract conceptualization and active experimentation with academic performance (p < 0.01) and the most predictive variables for academic performance of students who were able to explain 28% of the variance in academic performance. These results would be discussed in more details in this paper. Manuscript profile -
Open Access Article
19 - The Relationship between Mathematics Anxiety and Learning Styles of Students
سعید احمدی مجید احمدیThe general purpose of this research is the study of relationship between mathematics anxiety and learning styles in high school students. To assess the students' learning styles, the Kolb's learning styles inventory and to assess the mathematics anxiety, Chiu and Henry MoreThe general purpose of this research is the study of relationship between mathematics anxiety and learning styles in high school students. To assess the students' learning styles, the Kolb's learning styles inventory and to assess the mathematics anxiety, Chiu and Henry's “Mathematics Anxiety Scale for children (MASC)” were applied, the reliability and validity of which had previously been calculated. The population consisted of all high school science and mathematics students that studied in four districts in Shiraz participants were selected by random-cluster sampling. The findings indicated that there was a positive significant relationship between mathematics anxiety and concrete experience learning methods, on the one hand & negative significant relationship between mathematics anxiety and abstract conceptualization, on the other hand. There was no significant relationship between mathematics anxiety and learning styles with respect to gender. In addition, surveying the relation between students' mathematics anxiety and their learning styles according to their education grades revealed that there was a negative and significant relationship between mathematics anxiety and abstract conceptualization learning style. The correlation was statistically significant for students of the third grade. Manuscript profile -
Open Access Article
20 - The Relationship between the Students' Learning Style and Dimensions of Effective Professor, from the students' points of view
Fatemeh Akbari Manjarmuie Narges KeshtiarayThe present study aimed to investigate the relationship between the dimensions of an effective professor, from the students' viewpoints, and learning styles of post-graduate students of Islamic Azad University, Khorasgan, in academic year 1391-92.Descriptive-explanatory MoreThe present study aimed to investigate the relationship between the dimensions of an effective professor, from the students' viewpoints, and learning styles of post-graduate students of Islamic Azad University, Khorasgan, in academic year 1391-92.Descriptive-explanatory method was applied in this research. The population included 3548 post graduate students 350 of whom were selected by Morgan Table and stratified random sampling method. Data collecting tool included a researcher-made questionnaire, focusing on the dimensions of an effective professor in four areas (personality characteristics, classroom management, teaching process, demographic features) with 89 items, and Kolb questionnaire of learning styles which included 12 questions. For validity confirmation of the questionnaire of the dimensions of an effective professor, content and face validity were used for reliability, Cronbach Alpha Coefficient was applied (0.96). The reliability of Kolb questionnaire of learning styles was calculated as 0.79. Data were, then, analyzed on two descriptive an inferential statistics levels. The results indicated that teacher's personality characteristics, classroom management, and teaching process were related to the students' learning styles. However, no significant statistical relationship was observed between demographic features of the professor and learning styles of the students. That is to say that the characteristics of an effective professor and learning styles of the students were significantly related. The results also indicated that there was no statistical difference between learning styles of the students and the characteristics of an effective professor according to the gender and faculty. Manuscript profile -
Open Access Article
21 - The relationship between critical thinking and meta cognition with Learning Styles and Academic Success in students of Islamic Azad University Branch Ahvaz
sahar safarzadehThe aim of the present study was to investigate The relationship between critical thinking and meta cognition with learning styles and academic success in students of Islamic Azad University Branch Ahvaz. The sample of research included 400 subjects(200 boy and 200 girl MoreThe aim of the present study was to investigate The relationship between critical thinking and meta cognition with learning styles and academic success in students of Islamic Azad University Branch Ahvaz. The sample of research included 400 subjects(200 boy and 200 girls) who were selected based on stratified random sampling. For the measurement of the variable, California critical thinking disposition inventory (CCTST), State metacognitin invertory (ESM) and Learning style inventory (LSI) were used. The research was canonic correlation and data analysis by canonical correlation revealed: there were relations between critical thinking and meta cognition with learning styles and academic success all of students. The results also revealed that: there is the strongestcor relation between Absorptive learning style Spiritual Intelligencefrom first setofvariables(independent) and meta cognition from second setofvariables(dependent). Manuscript profile -
Open Access Article
22 - The relationship between learning styles and Inquiry Spirit of Isfahan undergraduate students
masoome heidarpoor mohammadreza nili ahmadabadi mohammadhosein yarmohammadianThe present research was done to consider the relationship between learning styles and inquiry spirit of Isfahan undergraduate students. The method of this research was descriptive-survey. The statistical population of this research included 9183 college students of Isf MoreThe present research was done to consider the relationship between learning styles and inquiry spirit of Isfahan undergraduate students. The method of this research was descriptive-survey. The statistical population of this research included 9183 college students of Isfahan University that 376 students were selected by the random stratified random sampling method. To collect data, two kinds of questionnaires were used: Kolb learning style questionnaire (1984) and research made questionnaire of inquiry spirit. The content and face validity of the questionnaires was confirmed experts. The questionnaires reliabilities were determined for each of the learning styles components by Cronbach's alpha. The descriptive and inference statistics were used to analyze. The results showed there is a meaningful relationship between learning styles and in inquiry spirit. The Mann Whitney u test results showed there is not a meaningful difference between the students’ inquiry spirit for separating sex. Kruskal Wallis test results showed there is a difference between the students’ inquiry spirit in different majors. Manuscript profile -
Open Access Article
23 - Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan
majid sharifi ghoortani mohammad ali nadiThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research MoreThe purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement. Manuscript profile -
Open Access Article
24 - The relationship Between learning styles and preferred teaching methods of high school students in the town of meybod in educational year 90-91.
eshrat zamani zahra rayat narges saeidianThe main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year th MoreThe main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year that 325 students of them were randomly selected as the sample of study. The research method was descriptive and correlative one. . Gathered data was analyzed by using both descriptive statistical method such as using (frequencies, means and standard deviation) and inferential data analysis such as (Pearson correlation coefficients, Analysis of Varience and follow up tests). Findings of this study indicated that there is relation between students learning styles and their preffed teaching style. Findings of the study did not indicate any differences between students’ learning styles according to years and academic majors. Comparing the students’ learning styles and preferred teaching methods according to demographic information indicated that there was only differences between students’ learning styles and their preferred teaching methods according to their genders. Girls’ learning style and preferred teaching method were more audio than boys. Manuscript profile -
Open Access Article
25 - The relationship between EFL learners’ learning style preferences and their satisfaction with online education
Alireza Tayebi Mohammad Javad Riasati -
Open Access Article
26 - Evaluating the Success of the Visual Learners in Vocabulary Learning through Word List versus Sentence Making Approaches
Ghasem Tayebi sara marefat -
Open Access Article
27 - The Relationship Between Infomorphology of Graduate Students of Educational Sciences and their Learning Style
Azar Behi -
Open Access Article
28 - The relationship between learning styles with Academic Achievement and Creativity of students senior Department of Education, Psychology and Social Sciences, Islamic Azad University Roudehen Branch
Zolfaghar Rashidi Masoumeh MoghadamiBackground: The goal of any learning activity is to create learning. Learning is an activity that is created by the learner to lead to a change in her. Objective: To investigate the relationship between learning styles and creativity and academic achievement of students MoreBackground: The goal of any learning activity is to create learning. Learning is an activity that is created by the learner to lead to a change in her. Objective: To investigate the relationship between learning styles and creativity and academic achievement of students. Master degree in Department of Education, Psychology and Social sciences, Rooden Department. Methodology: This is a descriptive-correlational study in terms of purpose, applied and descriptive. The statistical population includes all the students of the Department of Educational Sciences, Psychology and Social Sciences of the Department of Education, including 1,200 students studying in the academic year 1995-96. 291 subjects were selected by stratified random sampling method. In descriptive statistics section, frequency distribution, percentage, average, mean, fashion, standard deviation, coefficient of inclination and elongation were used in the descriptive statistics and in the inferential statistics section by Smirnov test-Kulkomogrov , Parametric tests including multiple linear regression test and Pearson correlation coefficient were analyzed by SPSS software. Results: According to the data, it can be concluded that there is a significant relationship between the learning styles and the creativity and academic achievement of senior students of the Islamic Azad University of Roodehen Branch. Conclusion: The result of data analysis showed that students' viewpoints increase the use of learning styles, creativity and academic achievement of students. In addition, by increasing the use of divergent learning style, convergent, absorbing and adapting to the creativity and academic achievement of students, it also increases. Manuscript profile -
Open Access Article
29 - The relationship between learning styles and its components with creativity and its components in male high school students
hossein souri mohammad bagher koopai esmaeil safariPurpose: The way a learner receives and processes information is different among people, the purpose of this research is to investigate the relationship between learning styles and its components with creativity and its components among male high school students. Metho MorePurpose: The way a learner receives and processes information is different among people, the purpose of this research is to investigate the relationship between learning styles and its components with creativity and its components among male high school students. Method: The current research is descriptive of Canonical Correlation type. The statistical population of this research includes all male high school students in Kohdasht city. The total number of this population was 1320 students, of which 370 people were selected by multi-stage random sampling method. The tools used in this research were the multiple-choice paper-pencil test to measure Abedi's creativity (1372) and the learning style Inventory (list) of Kolb (1985). Findings: The results of the Canonical Correlation test between learning styles and creativity and their components indicate that there is a positive and significant relationship between learning styles and creativity. Also, there is a difference between students with different learning styles in terms of creativity. Conclusion: In general, it can be said that creativity has a direct relationship with students' learning styles, and if creativity is appropriate in the meaningful dimensions of fluidity, innovation, flexibility, and expansion, it can be expected that students' learning will improve in the dimensions of objective experience, reflective observation, abstract conceptualization, and active experimentation. Manuscript profile -
Open Access Article
30 - The Association between Secondary School Students’ Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience, and L2 Intended Effort with Their Language Learning Styles
Babak Elsan -
Open Access Article
31 - Presenting a Causal Model of Exam Anxiety Based on Family Communication Patterns and Parental Perfectionism with the Mediation of Learning Styles on Anxiety
محمدرضا سروهویدا مختار عارفی محمود گودرزی امید مرادیAbstractThe present study was conducted with the aim of investigating the development of a causalmodel of exam anxiety based on family communication patterns and parental perfectionismwith the mediation of learning styles and its effectiveness on students' exam anxiety. MoreAbstractThe present study was conducted with the aim of investigating the development of a causalmodel of exam anxiety based on family communication patterns and parental perfectionismwith the mediation of learning styles and its effectiveness on students' exam anxiety. Thestatistical population was 9th grade male students of Kermanshah city in the academic yearof 1400-1401 (6578 people), of which 338 people were selected using multi-stage clustersampling method and random method. And in the second study, 30 people (15 people in theexperimental group and 15 people in the control group) were selected using the stagedcluster sampling method. The experimental group received 8 sessions of 90 minutes and thecontrol group did not receive any training. The measurement tools were Ahvaz TestAnxiety Questionnaire (TAI), Koerner and Fitner Patrick Family Communication Patterns(RFCP), Ahvaz Perfectionism (APS) and Kolb's Learning Styles (LSI). The findingsshowed that family communication patterns and parents' perfectionism and learning styleshave a significant causal relationship with exam anxiety. And finally, the results determinedthe mediating role of learning styles in the relationship between the mentioned variables,and it was also found that the educational program developed based on the extracted modelwas effective in reducing exam anxiety. Based on the findings, it is suggested to use theprogram of teaching family communication patterns, parental perfectionism and learningstyles to reduce students' exam anxiety. Manuscript profile -
Open Access Article
32 - Learning styles of high school students in rural areas: The case of Koohrang County
Mousa Mahmoudiberam Mehdi Nooripoor Fariborz NikdelUnderstanding learning styles of students is really useful in selecting appropriate teaching styles, design of educational environment, developing educational equipment and so on. Thus, the aim of this study was to investigate learning styles of high school students in MoreUnderstanding learning styles of students is really useful in selecting appropriate teaching styles, design of educational environment, developing educational equipment and so on. Thus, the aim of this study was to investigate learning styles of high school students in rural areas of Koohrang County. A survey research method was used for this purpose. Research population included high school students in rural areas of Koohrang County (N= 1437) that about 305 ones selected as research sample using Kerjcie and Moorgan Sampling Table and Stratified Random Sampling Technique. Also, the analysis of variances (ANOVA) and Chi Square tests were used to analyze data. The results showed that the supposed students had Divergent (28%), Accommodating (26.9%), Convergent (24.59%) and Assimilating (20.32%) learning styles respectively. The other results of this study showed that the average score for the educational achievement of students was different and statistically significant between these four groups, so that students with convergent learning style had the maximum and those with divergent learning style had the minimum educational achievements. Furthermore, significant relationships were observed between students' learning styles and their sex and major. Manuscript profile -
Open Access Article
33 - The Effect of Writing Skills Training based on “Multi-Dimensional Planning and Multimedia Learning Packages ”on Students' Intuitive Learning Style and Problem Solving
Tayebe ParAzaran Mojgan Abdollahi Fatemeh Parasteh GhombvaniThe purpose of the study was to investigate the effect of writing skills training on students’ intuitive learning style and problem solving based on MDP& MLP in Alborz Province. The research method was Quasi-experimental by using a two-group design with pre-te MoreThe purpose of the study was to investigate the effect of writing skills training on students’ intuitive learning style and problem solving based on MDP& MLP in Alborz Province. The research method was Quasi-experimental by using a two-group design with pre-test and post-test. Sample size was 120 students who were randomly selected as clusters from among a statistical population consisting of 4154 fifth-graders and 4237 sixth-graders in the academic year of 2017- 2018. Sixty students of sample group were randomly put in the experimental group and the others into the control group. First, both groups took the pre-test. The experimental group was trained in 10 sessions of writing skills training based on MDP& MLP and the control group was exposed to routine school education. Then both groups received post-test. Data were collected by a researcher-made questionnaire with Cronbach's alpha reliability coefficient of 0.90. The data were analyzed by SPSS software.The results of multivariate analysis of variance showed that there was a significant difference between the mean scores of the components of intuitive learning style and problem solving in both groups. There was also a significant difference in the pre-test and post-test of the experimental group (P≤0.01).Conclusion: Teaching writing skills based on MDP& MLP has a positive and significant effect on the intuitive learning style and problem solving (P≤0.01).Keywords:Writing Skills, Multidimensional Programming, Multimedia Learning Package, Intuitive Learning Style, Problem Solving. Manuscript profile -
Open Access Article
34 - Predicting the academic self-efficacy based on personality characteristics and learning styles in girl students of Mashhad city
Samaneh Sadat Tabatabaei Toktan Sadat Tabatabaei Arezo NajibzadeganAcademic self-efficacy plays an important role in academic success, so this study aimed to predict the academic self-efficacy based on personality characteristics and learning styles in girl students. The research method was descriptive-analytical from type of correlati MoreAcademic self-efficacy plays an important role in academic success, so this study aimed to predict the academic self-efficacy based on personality characteristics and learning styles in girl students. The research method was descriptive-analytical from type of correlation and research statistical population was high school second grade girl students of Mashhad city in academic years of 2018-19. The research sample was 400 people who were selected by multistep cluster sampling method and answered to the questionnaire of academic self-efficacy (Jinks & Morgan, 1999), personality characteristics (Costa & McCrae, 1992) and learning styles (Kolb, 1985). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model with using SPSS-21 software. The results showed that learning styles of converge, diverge, assimilator and accommodator, extroversion and conscientiousness have a positive and significant relationship with academic self-efficacy of girl students and neuroticism have a negative and significant relationship with their academic self-efficacy. The variables of personality characteristics and learning styles could predict 37/8 percent of variance of academic self-efficacy of girl students (p < 0/05). Based on the results, to increase the academic self-efficacy of girl students can use with assistant workshop increase their learning styles, extroversion and conscientiousness and decrease their neuroticism. Manuscript profile -
Open Access Article
35 - The relationship between intuitive, intuitive and visual-verbal learning styles with computer anxiety in undergraduate students
taleb zandi darush noruziThe purpose of this study is to investigate the relationship between (intuitive - intuitive and visual - verbal) learning styles with computer anxiety in undergraduate students Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. The statistical MoreThe purpose of this study is to investigate the relationship between (intuitive - intuitive and visual - verbal) learning styles with computer anxiety in undergraduate students Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. The statistical society of this study was all of the Undergraduate students of Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. For sampling in this study, multi-stage cluster sampling was used. Sample size in this study was 310 student. Measurement tools in this research include learning styles questionnaire Felder -Silverman and computer anxiety was Hansen and colleagues. This research data using descriptive and inferential statistics were analyzed. The results indicated that there exists a relationship between students computer anxiety and learning styles. There also exists a relationship between sensory learning styles - intuitive and computer anxiety. Students with verbal learning style,have a higher computer anxiety than students with visual style. There is a relationship between gender and computer anxiety. Manuscript profile -
Open Access Article
36 - The relationship between Interaction Types and Language Learning Styles
Zeinab Nazari Bahram Bagheri -
Open Access Article
37 - On the Interrelationships among Undergraduate English Foreign Language Learners’ Speaking Ability, Personality Traits, and Learning Styles
Zahra Zohoorian Purya Baghaei Mahsa Parikari -
Open Access Article
38 - The Relationship between Learning Style and Iranian Intermediate EFL Learners' Speaking Performance
Mohadese Rabiee Mohammad Taghi Hassani -
Open Access Article
39 - Comparison of Learning Styles, Study Styles and Time Management in Gifted and Non-Gifted Students
Abdollah Moatamedy Soghra Ebrahimi Qavam Yousef Aazami Hamed Chopan Yoones DostianThis study compared the learning styles, study styles and time management in gifted and non-gifted students. This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are e MoreThis study compared the learning styles, study styles and time management in gifted and non-gifted students. This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are eligible for this research were randomly selected. For data gathering, Vermont and Van Ryjsvyk Learning style questionnaire (ILS), a Marton and Sljv study approaches questionnaire and, Bryton and Tesr management time inventory and demographic characteristics questionnaire was used. For data analysis using SPSS software and descriptive and inferential statistical methodsere used. Results: showed that between gifted and non-gifted students learning styles and study styles there was significant difference, but the two groups were not significantly different in terms of efficient use of time. It is a time management workshops and teaching effective learning and study strategies by educational and counseling services to students by the university authorities to take action to occur. Manuscript profile -
Open Access Article
40 - ترجیح سبک یادگیری در مترجمان حرفه ای مرد و زن
الهام اکبری امین کریم نیااین مطالعه به بررسی ترجیح سبک یادگیری در میان مترجمان حرفهای پرداخته است. هدف این مطالعه عبارتاست از (الف) یافتن سبک یادگیری غالب در میان مترجمان حرفهای ایرانی؛ (ب) یافتن هر گونه تفاوت معنیداردر ترجیح سبک یادگیری مترجمان از لحاظ جنسیت؛ و (ج) یافتن هر گونه تفاوت معنیدار Moreاین مطالعه به بررسی ترجیح سبک یادگیری در میان مترجمان حرفهای پرداخته است. هدف این مطالعه عبارتاست از (الف) یافتن سبک یادگیری غالب در میان مترجمان حرفهای ایرانی؛ (ب) یافتن هر گونه تفاوت معنیداردر ترجیح سبک یادگیری مترجمان از لحاظ جنسیت؛ و (ج) یافتن هر گونه تفاوت معنیدار میان سبک یادگیریفردی و قابلیت و شایستگی ترجمهی مترجمان زن و مرد بود. برای نیل به این اهداف، 110 مترجم حرفهای از 35مرکز ترجمه در 3 استان جنوبی ایران (فارس، هرمزگان و بوشهر) از طریق نمونه گیری غیراحتمالی انتخاب شدند.دادههای مربوط به سبک یادگیری از طریق استفاده از پرسشنامهی سبک یادگیری هانی و موفورد جمعآوری شد،و قابلیت و صلاحیت ترجمه کردن از طریق متنی آزموده شد که شرکت کنندگان ترجمه کردند. یافتهها نشان دادو در رتبهی بعدی مصلحتگرا ،(Reflector) که سبک یادگیری غالب مترجمان، عبارت از بازتابندهاست، هر چند گروهی که سبک نگرشگر را (Theorist) و نگرشگر (Activist) عملگرا ،(Pragmatist)ترجیح میدادند، عملکرد بهتری را نشان دادند. علاوهبراین، یافتهها هیچ گونه تفاوت یا ارتباط معنیداری را میانANOVA جنسیت مترجمان و ترجیح سبک یادگیری نشان ندادند. در نهایت، نتایج ی یک طرفه نشان داد کهتفاوت معنیداری میان گروهها از لحاظ ترجیح سبک یادگیری و قابلیت و شایستگی ترجمهی مترجمان وجوددارد. برخی دلالتهای تعلیمی نیز مورد بحث و بررسی قرار گرفت. Manuscript profile -
Open Access Article
41 - رویکرد سبک-مدارانه و مهارت-محورنسبت به مقوله ناهماهنگیهای کاربردی زبان توسط فراگیران زبان انگلیسی به عنوان زبان خارجی
Gholam-Reza Abbasian راحله تمدنبررسی ناهماهنگی های (خطاهای ) زبانی زبان آموز زبان دوم یا خارجی از اساسیترین موضوعات آموزش و فراگیری زبان بوده است و در گذر تکوین نظریه های متعدد از اطلاق رویکرد خطا محور به نگاه ناهماهنگی محور فرایندهای پیچیده ای نهفته است. ریشه این نوع ناهماهنگیها را در متغیرهای گوناگ Moreبررسی ناهماهنگی های (خطاهای ) زبانی زبان آموز زبان دوم یا خارجی از اساسیترین موضوعات آموزش و فراگیری زبان بوده است و در گذر تکوین نظریه های متعدد از اطلاق رویکرد خطا محور به نگاه ناهماهنگی محور فرایندهای پیچیده ای نهفته است. ریشه این نوع ناهماهنگیها را در متغیرهای گوناگون می توان جستجو کرد لیکن رابطه سه گانه بین نوع ناهماهنگیها ، سطح دانش زبانی و وسبکهای ترجیهی یادگیری زبانی زبان آموز موضوع اصلی این مطالعه بوده است. در این راستا، تعدادی زبان آموز مقاطع تحصیلی کارشناسی و کارشناسی ارشد زبان انگلیسی و تعدادی زبان آموز موسسات آزاد زبان انگلیسی جامعه آماری این مطالعه را تشکیل دادند. ابتدا آزمون دانش عمومی زبان انگلیسی میشیگان برای تعیین سطح زبانی آنها به همراه پرسشنامه سبک یادگیری ترجیهی (رید) برای سنجش سبک ترجیهی یادگیری زبانی آنها توزیع گردید..از نظر سطح دانش زبانی آنها به سه گروه مقدماتی، متوسط و پیشرفته تقسیم شدند. برای کشف نوع خطاهای زبانی افراد، خطاهای گفتاری آنها از طریق مصاحبهSST و خطاهای نوشتاری آنها از طریق نوشتار آنان مورد بررسی قرار گرفت. سپس خطاهای آنها در دو سطح گفتاری و نوشتاری بر اساس طبقه بندی خطاهای زبانی کوردر به سه گروه پیش-نظاممند، نظاممند و پسانظاممند طبقه بندی شدند. نتیجه ی تحقیق موید وجود همبستگی مثبت معنادار بین سطح دانش زبانی و نوع ناهماهنگیهای زبانی از یک طرف ، و همبستگی مثبت لیکن متفاوت بین شیوه تجلی دانش زبانی اعم از قالب گفتاری و شنیداری از طرف دیگر و مهمتر از همه بین مقولات مختلف سبکهای یادگیری و نوع ناهماهنگی و سطح دانش زبانی بوده است. نتایج حاصله از منظر بداعت و کشف همبستگی بین فرایند بین- زبانی با سطح دانش زبانی و همچنین با سبک یادگیری حائز اهمیت می باشد. Manuscript profile -
Open Access Article
42 - روش های یادگیری ادراکی وپیشرفت مهارت نوشتن به کمک کامپیوتردرقالب نظریه فعالیت محور
آرزو حاجی مقصودی Parviz Maftoonروش های یادگیری ازعوامل مهمی هستند که به مدرسان درتصمیم گیری اینکه چطوردانش آموزانشان زبان دوم یا زبان خارجه رابه خوبی یادمیگیرند کمک میکنند. اگرچه این موضوع درروانشناسی آموزشی به طورکلی مورد قبول واقع شده است اما تحقیق بیشتری نیازاست تارابطه بین روش های یادگیری ومهارت Moreروش های یادگیری ازعوامل مهمی هستند که به مدرسان درتصمیم گیری اینکه چطوردانش آموزانشان زبان دوم یا زبان خارجه رابه خوبی یادمیگیرند کمک میکنند. اگرچه این موضوع درروانشناسی آموزشی به طورکلی مورد قبول واقع شده است اما تحقیق بیشتری نیازاست تارابطه بین روش های یادگیری ومهارت های زبان رابررسی کند. بنابراین این تحقیق برای بررسی رابطه بین روش های یادگیری ادراکی و پیشرفت مهارت نوشتن شرکت کنندگان پس ازدریافت آموزش به کمک کامپیوتردرقالب نظریه فعالیت محورپرداخت. برای رسیدن به این هدف ، ٦٧ نفر ازدانش آموزان رشته مترجمی زبان انگلیسی یکی ازدانشگهای ایران براساس نتیجه آزمون تعیین سطح آکسفورد به عنوان شرکت کنندگان این تحقیق انتخاب شدند. روش تحقیق رابطه ای بود بااستفاده ازیک امتحان نوشتن قبل ازشروع آموزش و یک امتحان بعدازاتمام آموزش و یک پرسشنامه روش های یادگیری. آموزش مهارت نوشتن براساس یک پلتفرم آموزشی بود که براساس نظریه فعالیت محور طراحی شده بود. نتایج تحقیق نشان دادکه رابطه معناداری بین روش های یادگیری ادراکی شرکت کنندگان و پیشرفت مهارت نوشتن انها وجود ندارد. همچنین نتایج نشان داد که تفاوت معنا داری درمهارت نوشتن شرکت کنندگان با روش های یادگیری متفاوت وجود ندارد. Manuscript profile -
Open Access Article
43 - سبکهای یادگیری و آموزشی در کانون توجه: زبان آموزان و مدرسان زبان انگلیسی در ایران
زهره سیفوری زهرا حسن زادههر فرآیند آموزشی و یادگیری استوار بر مجموعه ایی از سبکهای یادگیری و آموزشی است که مبین سیاستهای کلی آموزشی بوده و شناسایی آنها شرط نخستین هر گونه اصلاح در سیستم آموزشی می باشد. هدف پژوهش کیفی و .... حاضر بررسی گرایش معلمان ایرانی زبان انگلیسی نسبت به پنج سبک یادگیری متخ Moreهر فرآیند آموزشی و یادگیری استوار بر مجموعه ایی از سبکهای یادگیری و آموزشی است که مبین سیاستهای کلی آموزشی بوده و شناسایی آنها شرط نخستین هر گونه اصلاح در سیستم آموزشی می باشد. هدف پژوهش کیفی و .... حاضر بررسی گرایش معلمان ایرانی زبان انگلیسی نسبت به پنج سبک یادگیری متخصص، دست اندرکار رسمی، الگوی شخصی، تسهیلگر، و مشارکتی و نیز مطالعه تمایلات زبان آموزان ایرانی نسبت به سه سبک یادگیری دیداری، شنیداری، و جنبشی-حرکتی بود. داده های تحقیق با استفاده از پرسشنامه سبکهای آموزشی گرآشا (1996) و نیز پرسشنامه سبکهای یادگیری بارش (1991) به دست آمد که از نمونه 30 نفری معلمان و 300 نفری زبان آموزان به دست آمده بود. آمار توصیفی داده های تحقیق نشان داد که بیشتر زبان آموزان ایرانی به سبکهای یادگیری دیداری و جنبشی-حرکتی و اکثر معلمان به سبکهای آموزشی تسهیل گر و مدل شخصی تمایل دارند، در حالیکه سبک یادگیری شنیداری و سبک آموزشی مشارکتی کمترین فراوانی ها را نشان می داد. نتایج ضرورت توجه معلمان به سبکهای یادگیری زبان آموزان را مورد توجه قرار می دهد تا بتوانند تدریس خود را هماهنگ با تمایلات زبان آموزان تعدیل نمایند. Manuscript profile -
Open Access Article
44 - Meta-Analysis of the Relationship between Learning Styles and Students' Academic Achievement
negar ostovarResearch shows that one of the individual characteristics of learners that affects the educational interventions effectiveness is the learning style of learners. Learning styles is one of the interesting research fields in behavioral sciences; Therefore, due to the incr MoreResearch shows that one of the individual characteristics of learners that affects the educational interventions effectiveness is the learning style of learners. Learning styles is one of the interesting research fields in behavioral sciences; Therefore, due to the increasing amount of research in the learning styles field, it is necessary to conduct combined research in this field. This research was carried out by the meta-analysis method with the aim of numerically combining the quantitative results of researches in this field. The research population is all post-graduate theses and articles in the field of the relationship between learning styles and academic achievement indicators in the country between 1371 and 1401 years. From the initial 189 studies, 98 cases were included in the meta-analysis based on the inclusion and exclusion criteria, and 384 effect sizes were obtained from these studies. The results showed that the summary effect size of learning styles with academic achievement was .19, although subsequent analyzes showed that the effect size is different in learning styles various. The largest effect size is related to Jackson's style profile and the smallest effect size is related to Fleming's styles with academic achievement indicators. The implications of this meta-analysis show the relatively low impact of learning styles on academic achievement and emphasize the need to investigate the role of mediating variables in the relationship between these two variables. Manuscript profile -
Open Access Article
45 - The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013
Ali Asgar Joushafar Nadereh Hassani Zangbar Yousef SattariThe present research aimed to investigate the relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students. It was a descriptive study of correlational type. The statistical population of the research consisted of 21 MoreThe present research aimed to investigate the relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students. It was a descriptive study of correlational type. The statistical population of the research consisted of 2172 high school students of Bostanabad province in the academic year 2012-2013, 360 of whom were selected by random stratified method, using Cocoran formula. To gather the data, Breso etal.`s educational burnout, Eluit and Mac Grigor`s goal orientation and Kolb`s learning style questionnaires were used. The computed Pearson product-moment correlation coefficient indicated that there was no significant relationship between the students` goal orientation and academic burnout. It was also found that, among four goal orientation indices, the mastery–avoidance index had a significant negative relationship and performance–avoidance index had a significant positive relationship with academic burnout. Moreover, the results revealed that there was a significant negative relationship between learning style and its indices and students` burnout. Also, the results of the multiple regression analysis showed that, among the predictive indices, only active–experimentation learning indices, performance–avoidance and mastery avoidance goal orientations and reflective–observation learning style could predict students` academic burnout. The results emphasized the importance of examining academic burnout and its effect on academic variables. Manuscript profile -
Open Access Article
46 - A study of the relationship between the cognitive styles (Field dependence & Field intendance) with learning and the studying methods among the third grade theoretical high-school female students in Tabriz in 2010-2011
Yousef Adib Akbar Rezaei Sedigheh Sobhi LalehThe present study aimed at investigating the relationship between cognitive styles (field dependence and field independence) with learning and studying female among the theoretical high-school students of Tabriz. Employing descriptive-correlational method, the data was MoreThe present study aimed at investigating the relationship between cognitive styles (field dependence and field independence) with learning and studying female among the theoretical high-school students of Tabriz. Employing descriptive-correlational method, the data was collected through GEFT and MSLQ. The statistical population included all thethird grade students 6821 people in fifth educational districts of Tabriz. Using Morgan`s. Table the sample size 364 people. The sampling method was multiple clusters. The reliability of questionnaires was acceptable. For analyzing and interpreting the data, SPSS software (version 17) was used. The results demonstrated that cognitive style of the participants was field independence. A positive and direct relationship was found between cognitive (field dependence and field independence) and studying methods and learning styles of the female participants. Finally, no significant relationship was found between cognitive styles (dependence field and independence field) of participants at different majors. Manuscript profile -
Open Access Article
47 - A study of the relationship between learning styles and academic achievement with mediating of meta cognitive awareness among the university students
Samara Saghi Golamreza Chalibanlou Amin Fazel Mehdi MohammadiThe main objective of the study was to investigate the relationship between learning styles and academic achievement with mediating of meta cognitive awareness among the university students’. The statistical population included 355 students’ of Arsanjan Isla MoreThe main objective of the study was to investigate the relationship between learning styles and academic achievement with mediating of meta cognitive awareness among the university students’. The statistical population included 355 students’ of Arsanjan Islamic Azad university, out of which 227 students’ were chosen as the sample size through cluster sampling method. To gather the data two standard questionnaires namely: (Kolb) learning styles questionnaire (MSI), and Meta cognitive awareness inventory (MAI). The data analyzed through multivariate regression and path analysis. The good of fitness was checked by LISREL. The results showed that the activating, objective experience and abstract conceptualization styles could predict academic achievement. Among the meta cognative strategies, the situational, planning, informational and assessment methods could predict academic achievement. Altogether the GFI, CFI & NNFI indices showed relative goodness of fit of proposed model. Manuscript profile -
Open Access Article
48 - The relationship between Learning Styles and personality traits with university students' Academic Achievement in English course
Golamreza , Monshaei Nasrollah Veysi Mohammadreza Saffarian Tousi Fatemeh Haji Arbabi Jamal AshouriThis research aimed at investigating the relationship between learning styles (field dependent and field independent) and personality traits (neuroticism, extroversion, openness, agreeableness and conscientiousness) with students' academic achievement. The population wa MoreThis research aimed at investigating the relationship between learning styles (field dependent and field independent) and personality traits (neuroticism, extroversion, openness, agreeableness and conscientiousness) with students' academic achievement. The population was all the students of humanistic science fields in Islamic Azad University of Mashhad branch. For this research, 360 students (196 girls and 164 boys) were selected using stratified random sampling. All of them completed the learning style questionnaire (Oltman, Raskin and Witkin, 1971) and personality traits (Costa and McCrae, 1992) .The researcher made test tests were considered as indicator of academic achievement in English language. The findings showed a positive and significant relationship between field dependent (p≤0/01), openness and conscientiousness with academic achievement (p≤0/05) and a negative and significant relationship between neuroticism with academic achievement (p≤0/01). Conscientiousness, field dependent and openness in one predicted model predicted 49 percent of variance of academic achievement and also share of conscientiousness in prediction academic achievement was over of other variables... Manuscript profile -
Open Access Article
49 - On the Link between Identity Processing and Learning Styles among Young Language learners
Hamed Barjesteh Lida Farsi Fatemeh Ahmadi Livani Samin Seyedebrahimi -
Open Access Article
50 - رابطه بین استفاده از استراتژی یادگیری واژگان و سبک های یادگیری با استفاده از مدل سازی معادلات ساختاری در سن و جنس
Behzad Hayatbakhsh Abbasi Mehry Haddad Narafshan Peyman Seifaddinyاین مطالعه به بررسی استفاده زبان آموزان ایرانی انگلیسی انگلیسی به عنوان یک زبان خارجی (EFL) از راهبردهای یادگیری واژگان (VLS) و ارتباط متقابل آن با وسعت دانش واژگان (VK)، عمق دانش واژگان و سبک های یادگیری به ویژه در رابطه با جنسیت پرداخته است. و سن مدل های معادلات ساختا Moreاین مطالعه به بررسی استفاده زبان آموزان ایرانی انگلیسی انگلیسی به عنوان یک زبان خارجی (EFL) از راهبردهای یادگیری واژگان (VLS) و ارتباط متقابل آن با وسعت دانش واژگان (VK)، عمق دانش واژگان و سبک های یادگیری به ویژه در رابطه با جنسیت پرداخته است. و سن مدل های معادلات ساختاری (SEM) ایجاد شد. فراوانی استفاده از راهبرد واژگان دویست دانشآموز، نمرات آزمون اندازه واژگان (نشان دهنده وسعت VK)، آزمون همکاران کلمه (نشان دهنده عمق VK) و نتایج پرسشنامه سبکهای یادگیری به عنوان داده استفاده شد. اولویت راهبردهای مورد استفاده به ترتیب از پرکاربردترین تا کم استفاده ترین است: حافظه، شناختی، تعیین، اجتماعی و فراشناختی. همچنین پرسشنامه سبک یادگیری شرکت کنندگان را در چهار گروه کنشگران، بازتابگران، نظریه پردازان و عمل گرایان دسته بندی کرد. بین تعیین VLS و عمق VK رابطه معنی داری وجود داشت. سبک های یادگیری نظریه پرداز، بازتاب دهنده و کنشگر زمینه را برای افزایش و بهبود وسعت VK فراهم کرد. همچنین بین سبکهای یادگیری نظریهپرداز، بازتابدهنده و فعال با عمق VK رابطه معنادار و افزایشی (مستقیم) وجود داشت. در سه گروه سبکهای یادگیری نظریهپرداز، بازتابدهنده و فعال، VLS اجتماعی مبنایی برای افزایش و بهبود وسعت VK فراهم کرد. همچنین در سه گروه سبکهای یادگیری عملگرا، نظریهپرداز و بازتابدهنده، بین VLS حافظه و وسعت VK رابطه معنادار و مستقیم وجود دارد. در گروه مردان، بین تعیین VLS و وسعت VK اثر معنیدار و مستقیم وجود داشت. همچنین در گروه دختران بین VLS اجتماعی و عمق VK رابطه معنادار و مستقیم وجود داشت. با توجه به سن شرکت کنندگان، در گروه سنی 20 تا 24 سال، بین VLS فراشناختی و وسعت VK رابطه معنادار و مستقیم وجود داشت. اما در گروه سنی 30-25 سال، بین VLS شناختی و وسعت VK رابطه معنادار و مستقیم وجود داشت. با توجه به تأثیرات میانجی مهم جنسیت و سن، پیشنهاد میشود که یادگیری واژگان از نظر استراتژیک و سبک در فرآیند انباشته یادگیری انگلیسی ادغام شود. Manuscript profile -
Open Access Article
51 - Investigating the Most Influential Learning Style Contributing to Test Performance and Strategy Use of Iranian EFL Learners in Reading Skill
Mohammad Sadegh Bagheri Mansoureh Sajjadi Firooz Sadighi -
Open Access Article
52 - Relationship between Personality Traits/Learning Styles and EAP Students’ Reading Proficiency in Online Courses
Nastaran Razavi Omid Tabatabaei Hadi Salehi zahra fotovatnia -
Open Access Article
53 - A Comparison between the Effect of Interactive and Non-Interactive Media on Learning Styles of Secondary Students
Babak Hosseinzadeh Vahid Fallah Fatemeh YaghoubiThe object of this research was to compare the effect of education based on interactional media and that based on non-interactional media on student learning styles. The research method was semi-experimental by pretest and posttest design with control group. Statistical MoreThe object of this research was to compare the effect of education based on interactional media and that based on non-interactional media on student learning styles. The research method was semi-experimental by pretest and posttest design with control group. Statistical population included all high school students in Babol city in 2013. 160 students were selected by multi-stage random selection as sample and divided into two groups of experimental and control. The experimental group received education through interactional media including educational software of ActivInspire, intelligent board and educational PowerPoint, whereas the control group received traditional education and did not receive interactional media. The research instrument was Kolb learning style questionnaire. SPSS software, version 16 and covariance test were used for data analysis. The result showed that in posttest stage, the score for learning style had increased meaningfully in experimental group compared to control group. In general, the results revealed that education based on interactive media did have more effects on convergent, divergent, absorbent and adaptable learning styles in students compared to education based on non-interactive media. Manuscript profile -
Open Access Article
54 - Predicting the Relationship between Learning Styles, Cognitive Styles and Academic Achievement in Electronic Schools
Ramzan Hassanzadeh Soraya Ramzanzadeh Ghodsieh EbrahimpourThe purpose of this study was to predict the relationship between learning styles, cognitive styles and academic achievement in electronic schools. It was a descriptive correlational study. Participants of this research were 150 first year male students enrolled in elec MoreThe purpose of this study was to predict the relationship between learning styles, cognitive styles and academic achievement in electronic schools. It was a descriptive correlational study. Participants of this research were 150 first year male students enrolled in electronic schools in Tehran in 2013, who were selected using random cluster sampling method. They answered the Kolb learning style inventory measuring four learning styles (convergent, divergent, assimilation and adaptation) and Witkin's Group Embedded Figures Test (GEFT) measuring two cognitive styles (field dependence and field independence). The average scores of the students at the end of the school year were also used to measure academic achievement. The data were analyzed using Stepwise Regression and Pearson Correlation Coefficient. The findings revealed a significant relationship between participants' learning styles and academic achievement. There was also a highly positive and statistically significant relationship between their cognitive styles and academic achievement. The style mostly preferred by the students as the dominant style was absorber (51.3%) and the least preferred style was accommodation (6%). The findings also revealed that both learning and cognitive styles could play an important role, as two important variables, in students' academic achievement. Manuscript profile -
Open Access Article
55 - The Relationship between Learning Styles (Active- Reflective and Sequential-Holistic) and Computer Anxiety in Undergraduate Students
Taleb ZandiThe purpose of this study was the investigation of the relationship between learning styles (active- reflective and sequential-holistic) and computer anxiety in undergraduate students of faculty of Psychology and Educational Sciences, Allameh Tabatabaee University. To d MoreThe purpose of this study was the investigation of the relationship between learning styles (active- reflective and sequential-holistic) and computer anxiety in undergraduate students of faculty of Psychology and Educational Sciences, Allameh Tabatabaee University. To do so, a sample of 310 students was selected using multi-stage cluster sampling. Measurement tools in this research included Felder - Soloman learning styles questionnaire (1999) and Heinsen and colleagues computer anxiety questionnaire (1987). The research data were analyzed with descriptive and inferential statistics (mean, frequency, standard deviation, independent t test, and point biserial correlation coefficient) and the following results were obtained: There was a significant relationship between active-reflective learning style and students' computer anxiety, i.e., students with reflective learning style had more anxiety than those with active style. There was also significant relationship between sequential-holistic learning style and computer anxiety, so that students with holistic learning style had a higher computer anxiety than those with sequential learning style. There was no significant relationship between gender and computer anxiety. Manuscript profile -
Open Access Article
56 - تطابق و عدم تطابق سبک یادگیری و تدریس در فرایند آموزش کشاورزی
خوشقدم خالدی محمد چیذری عنایت عباسی حسن صدیقیفرایند تدریس و یادگیری در دانشگاه­ها، خروجی­های مود انتظار را به دست نمی­آورد. عدم تطابق بین سبک تدریس و یادگیری، یکی از چالش­های فرایند آموزش می­باشد. آموزشگران باید تلاش کنند تا سبک تدریس خود را با سبک یادگیری دانشجویان تلفیق نمایند تا از فرایند تد Moreفرایند تدریس و یادگیری در دانشگاه­ها، خروجی­های مود انتظار را به دست نمی­آورد. عدم تطابق بین سبک تدریس و یادگیری، یکی از چالش­های فرایند آموزش می­باشد. آموزشگران باید تلاش کنند تا سبک تدریس خود را با سبک یادگیری دانشجویان تلفیق نمایند تا از فرایند تدریس و یادگیری اثربخش، اطمینان حاصل کنند. هدف از این مطالعه توصیفی- پیمایشی این بود که تطابق بین سبک یادگیری دانشجویان با استفاده از آزمون گروهی بازیافت تصاویر پنهان (ویتکین، 1976) و سبک تدریس آموزشگران با استفاده از آزمون ون تیلبرگ هملیچ ( 1990) را مشخص نماید. گروه هدف این مطالعه شامل دانشجویان و اعضای هیئت علمی دانشکده کشاورزی دانشگاه رازی، ایران بود. نتایج نشان داد که اکثریت دانشجویان مرد دارای سبک یادگیری مستقل از محیط و اکثریت دانشجویان زن دارای سبک یادگیری وابسته به محیط بودند. با توجه به چهار نوع سبک تدریس ( متخصص، آماده گر، تسهیل­گر و توانمندساز) اساتید به استفاده از سبک تدریس توانمندساز گرایش داشتند. اساتید باید ویژگی­ها و نیازهای هر دو گروه دانشجویان مستقل از محیط و وابسته به محیط را مورد ملاحظه قرار داده و از روش­های تدریس متفاوت استفاده کنند. در این راستا توصیه­هایی در مورد تطابق سبک تدریس و یادگیری بر اساس یافته­ها ارائه شده است. Manuscript profile -
Open Access Article
57 - The Impact of Learning Styles on the Iranian EFL Learners' Input Processing
Mastaneh Haghani Parviz Maftoon -
Open Access Article
58 - Washbacked Teacher-Learner’s Academic Behavior (the case of Iranian EFL MA Preparatory Course)
Gholam-Reza Abbasian Ardalan Moghimeslam -
Open Access Article
59 - The Effect of Metacognitive Strategies Training on Reading Comprehension of Field-dependent / Field- independent Learners
Mehdi Sheykhi Zohre Mohamadi -
Open Access Article
60 - On the Impact of Two Input-Oriented Techniques and Perceptual Learning Styles on Causative Construction Development: The Case of Iranian Learners of English
Motahar Tavakoly Gholamreza Kiany Mohammad R. Hashemi -
Open Access Article
61 - Reconstruction vs. Interaction-based Output Practice: (in relation to EFL learner’s speaking skill and learning styles)
Gholam-Reza Abbasian Fatemeh Rahmani -
Open Access Article
62 - The relationship of learning styles to acodemic achievement:the role of gender and academic discipline
Rohola Panahi Soltanali Kazemi Azarmidokht RezaieIn order to investigate the relationship of learning styles to academic achievement, gender, and academic discipline among high school students in Eghlid, 500 students (263 females, 237 males) were selected using cluster sampling method. Participants completed the Kolb& MoreIn order to investigate the relationship of learning styles to academic achievement, gender, and academic discipline among high school students in Eghlid, 500 students (263 females, 237 males) were selected using cluster sampling method. Participants completed the Kolb’s Learning Styles Inventory (LSI; Kolb,1971). The data were analyzed using chi-square test. Findings indicated: 1) the participants with divergent and assimilator learning styles had higher academic performances than those with convergent and adaptive learning styles, 2) most of the male students had divergent learning styles, whereas the learning styles of most females students were assimilators, and 3) no significant relationship was found between learning styles and academic discipline. Manuscript profile -
Open Access Article
63 - Structural Modeling of Educational Identity based on Learning Styles with the Mediating Role of School Bonding and Goal Orientation in Primary School Students of Rahimabad
elham polorodi Ashouri HaidehThe purpose of the present study is to offer a structural modeling of educational identity based on learning styles with the mediating role of ties with school and goal orientation in primary school students of Rahimabad. In terms of purpose, this study is applied, and MoreThe purpose of the present study is to offer a structural modeling of educational identity based on learning styles with the mediating role of ties with school and goal orientation in primary school students of Rahimabad. In terms of purpose, this study is applied, and in terms of method, it is descriptive-correlational. The population consisted of primary school students of Rahimabad totaling to 2876. Using random cluster sampling, 211 of them were recruited. Data collection instruments were goal orientation questionnaire (Elliot & McGregor, 2001), educational identity (Vaz & Isakson, 2008)T learning styles (Pintrich & Degroot, 1990) and school Bonding (Rezaei Sharif & Hajloo, 2016). Confirmatory factor analysis was used for securing construct validity of the instruments. To analyze the data, descriptive and inferential statistics were utilized. Also, structural equation modeling with Lisrel was employed to examine the hypotheses. The results demonstrated that there is a significant and positive association between learning styles and school bonding; and goal orientation and educational identity. Additionally, school bonding and goal orientation were positively correlated with educational identity of students. The findings suggest that school bonding and goal orientation mediated the relationship between learning styles and educational identity. Manuscript profile -
Open Access Article
64 - The Relationship between Learning Style, Personality Traits, and Problem-Solving Styles
Mehrdad Akbari Abdollah MotamediAbstract: The present study investigated the relationship between learning style, personality traits, and problem-solving styles in state-run and private universities in Khouzestan Province. 300 students were selected through a multi-phase random method. Three questionn MoreAbstract: The present study investigated the relationship between learning style, personality traits, and problem-solving styles in state-run and private universities in Khouzestan Province. 300 students were selected through a multi-phase random method. Three questionnaires, Kolb's list of learning styles, Neo's Personality Test (FFI-NEO), and Adolescent - Coping Orientation for Problem Experiences (A-Cope) were administered. To examine the research hypotheses, MANOVA, post hoc Tukey test, and Pearson correlation were used. The results showed that there is not a significant difference between people with accommodating and converging styles regarding psychopathic behaviors. Also, there is a significant difference between students with converging and diverging learning styles, on the one hand, and those with assimilating and accommodating styles, on the other hand. Findings also indicated that there is a significant difference between problem-solving styles among students with accommodating and converging learning style. The ultimate result of the study showed a significant relationship between problem-solving styles and personality traits in the way that those with psychopathic behaviors use unhealthy ways of solving problems and those with diverging and assimilating styles use healthy ways to solve the problems. Manuscript profile -
Open Access Article
65 - The Relationship between Learning Cognitive Approaches and Big Five Personality Factors with Critical Thinking Attitude of Students in Tabriz University
Khalil Soltanalgorraie Parvaneh AlaieAbstract: This descriptive research was accomplished to study relationship between learning cognitive approaches and big five personality factors with critical thinking attitude of students. 345 undergraduate students of Tabriz University who were studying in the spring MoreAbstract: This descriptive research was accomplished to study relationship between learning cognitive approaches and big five personality factors with critical thinking attitude of students. 345 undergraduate students of Tabriz University who were studying in the spring semester of 2009 were chosen by the multi-stage cluster random sampling method. Kolb Learning Style Inventory, NEO-PI Inventory (60 item), California Critical Thinking Disposition Inventory were administered. ANOVA, Pearson Correlation Coefficient and Stepwise Multiple Regression statistical methods were used for analyzing data in SPSS 11.5 software. Abstract conceptualization cognitive approach (β=0.26) and three personality factors of Neuroticism (β=-0.74), Openness (β=1.03) and Conscientiousness (β=0.62) predicted 0.39 variance of critical thinking attitude (P<0.01). There were significant correlations between Extraversion (r=0.36), Openness (r=0.33), Conscientiousness (r=0.44), Agreeableness (r=0.30) and Neuroticism (r=-0.42) to critical thinking attitude (P<0.01). There were positive correlation between Neuroticism and concrete experience and reflective observation cognitive approaches (P<0.01, 0.05); This relationship was negative with active experimentation and abstract conceptualization cognitive approaches (P< 0.05). There was negative correlation between Extraversion and concrete experience (P<0.05); This relationship was positive with active experimentation approach (P< 0.01). There was negative correlation between Conscientiousness and reflective observation (p<0.05); This relationship was positive with active Experimentation (p<0.01). There was negative relation between Openness and active experimentation (P<0.05). Also, there was a relationship between learning styles and personality factors of Neuroticism, Extraversion, Agreeableness and Conscientiousness (P< 0.01, 0.05). Manuscript profile -
Open Access Article
66 - explaining the educational progress of high school students based on light styles, learning styles, emotional intelligence and academic stres
Fatemeh Safivand Malek Mier hashemi Hasan Pasha sharifithe aim of this study is to present a model for explaining the educational development of high school students ( persian - speaking and speaking languages ) based on  Morethe aim of this study is to present a model for explaining the educational development of high school students ( persian - speaking and speaking languages ) based on thinking styles, learning styles, emotional intelligence and educational stress.this research is applied in terms of purpose, in terms of data collection method, correlation - prediction and ali غیرآزمایشی , and in terms of time, the cross - sectional type and the nature of the data are quantitative. the statistical population of thisstudy consisted of secondary school students and boys ( second period ) of zanjan in the 1396 - 1395 school year. usingcluster sampling method, 300 people were selected as sample members. data collection using کلب 's learning stylesquestionnaire ( LSI ), استرنبرگ and واگنر ( TSI ) questionnaire, emotional intelligence scale of Cohen et al . ( PSS - 4 ),emotional intelligence test - ان and students ' educational development criterion was calculated. in order to evaluate the validity of the questionnaire, formal validity, content and structure were used and in order to calculate its reliability,cronbach 's alpha coefficient and بازآزمایی method were used, which results indicate the روا and بودن of the questionnaires.to analyze the data in two descriptive and inferential statistics ( pearson correlation, multiple regression, modeling of structural equations ) using spss - V22 and amos software. 8. the results showed that learning styles, educational stress,emotional styles and emotional intelligence explain approximately 18 % of the changes related to the study of the two tabs.the results showed that the research model had a suitable fitting. Manuscript profile -
Open Access Article
67 - The Relationship between High School Learners’ Learning Styles and Their Reading Comprehension Performance
Hamed BadpaThe study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1 MoreThe study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1984), version 1, was utilized to identify how the students preferred to receive information. Additionally, version 2 of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (0.402) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (0.916) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, and supervisors. Manuscript profile
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