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.
Maryam Pourjamshidi
Abstract
The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning ...
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The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning styles and interaction preferences scales. The results analyzed by using Pearson correlation and stepwise regression analysis. The results of the analysis showed that the independent, collaborative and dependent styles are regularly the most anticipant of learner interaction with interface. Collaborative and independent styles are anticipant of learner interaction with content. The collaborative style is anticipant of learner interaction with the instructor and learner with learner. Based on the findings, it can be concluded that there is a positive and meaningful relationship between some learning styles and dimensions of interactions and the power of anticipant of learning styles for interaction dimensions are different. These findings help the designers of web-based training courses to provide suitable opportunities for making interactions between learners with different styles of learning for achieving the learning and success.
Abdollah Moatamedy; soghra ebrahimi ghavam; yousef azami; hamed chopan; younes dostian
Volume 10, Issue 33 , October 2014, , Pages 1-20
Abstract
Objective: This study compared the learning styles, study styles and time management in gifted and non-gifted students. Methods: 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 ...
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Objective: This study compared the learning styles, study styles and time management in gifted and non-gifted students. Methods: 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 methods were 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. Conclusion: 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.
