روانشناسی یادگیری
sfandiar sepahvand; manijeh shehni; siros allipour birgani; naser behroozy
Abstract
The purpose of this study was testing and comparing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and critical thinking disposition, mediated by epistemic beliefs of male and female students in various high school grades in Ahvaz. The sample ...
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The purpose of this study was testing and comparing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and critical thinking disposition, mediated by epistemic beliefs of male and female students in various high school grades in Ahvaz. The sample consisted of 808 high school students from Ahvaz who were selected by multi-stage random sampling method. The five questionnaires that have been used for collecting data were two subscales of Revised Version of Family Communication Patterns (RFCP), Metacognition Awareness Inventory, (MAI), Epistememic Beliefs Inventory (EBI) and Critical Thinking Disposition Inventory (CTD). Fitness indices of the proposed model were examined through structural equation modeling (SEM) method, using SPSS-21 and AMOS-21 softwares. The relationships of conversation, metacognition, and epistemic beliefs with critical thinking disposition were positive and significant, but the relationship of conformity with critical thinking disposition was significant and negative. The model fit indices showed that the model fitted the data. The indirect paths were also tested using the bootstrap procedure of Preacher and Hayes macro program for mediation. The results indicated that all of the indirect hypotheses have been confirmed. Also, the multi-group analysis method was used to compare the models of various high school grade levels (3rd grade of the first part of high school and 3rd grade of the second part of high school). Comparing The results of both groups showed that in the two high school grade levels three paths were significantly different.
روانشناسی یادگیری
mohmad bagher majedian fard; mojgan mohmade mehr; morteza najemi
Abstract
The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included ...
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The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included 300 students from Army Medical University stratified random sampling was done. The instruments for . Collecteing data for this study were Kolb's Learning Style Questionnaire (1985),wells meta- cognition Questionnaire(1997), Rickets's Critical Thinking Questionnaire (2003), data analysis done with Amos software with path analysis method the findings showed that ther is significant relationship between learning style of reflective learning active, abstract testing and metacognitive with mediation critical thinking, at the P≤0.1 level. However objective learning style indirectly with mediation critical thinking. There is a direct and meaningful relationship between the learning style .there is no meaningful relationship between of reflective learning active and abstract testing with critical thinking at P≤0.01 levels. But there is no direct relationship between objective learning style and critical thinking. also there is a significant relationship between learning style of reflective learning active, objective, and abstract, directly related to metacognition, at P≤0.01.
