Zahra Gholipour; Seyed Ali Marashi; Mahnaz Mehrabizadeh Honarmand; Nasrin Arshadi
Abstract
The aim of this study was to explore the influences of Big Five-Factor personality traits on happiness and to examine the mediating effect of resilience in this relationship. In this research extraversion, neuroticism, open-ness, conscientiousness and agreeableness were considered as precedents of happiness, ...
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The aim of this study was to explore the influences of Big Five-Factor personality traits on happiness and to examine the mediating effect of resilience in this relationship. In this research extraversion, neuroticism, open-ness, conscientiousness and agreeableness were considered as precedents of happiness, and resilience was considered as mediator between Big Five Factor traits on happiness. The sample consisted of 300 college students in Shahid Chamran University of Ahwaz that selected via multistage random sampling. Data were collected by NEO-Five-Factor Inventory (NEO-FFI), Connor–Davidson Resilience Scale (CD-RISC) and Oxford Happiness Inventory (OHI). Structural equation model (SEM) through SPSS-21 and AMOS-21 were used for data analysis. Results suggested that model with some modification had good fit with the data. Results from path analyses revealed that resilience partially mediated the association between extraversion, neuroticism, open-ness and conscientiousness with happiness. One of indirect hypotheses of model (the agreeableness toward happiness by mediating resilience) was not confirmed.
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.
