Document Type : Research Paper
Author
Abstract
Abstract
he purpose of the present research was to investigate the relationship between students' learning modes and styles with age and academic performance. 439 (299 female and 140 male) students of humanities and basic sciences in Tabriz Payame Noor University were randomly selected using multi-stage cluster sampling. Honey and Mumford's learning styles questionnaire and Kolb’s learning styles inventory were used to evaluate students’ learning modes and styles. The gathered data were analyzed and the results showed that: (1) among Kolb's learning styles, only abstract conceptualization has a positive and meaningful correlation with students' academic performance. (2) none of Honey and Mumford's learning styles had meaningful relation with students’ academic performance. (3) negative and meaningful correlation was observed between activist learning styles and reflector and theorist ones. (4) there is a positive and meaningful correlation between age and theorist and pragmatist learning styles and negative and meaningful correlation between it and activist learning style. (5) age has a positive and meaningful correlation with abstract conceptualization and active experimentation, as well as academic performance. (6) concrete experience has a positive and meaningful relationship with activist learning style, whereas it has negative and meaningful relation with reflector, theorist and pragmatist learning styles. These results will be discussed in more details in this paper.
Keywords
حسینی لرگانی، مریم. و سیف، علیاکبر. (1380). مقایسه سبکهای یادگیری دانشجویان با توجه به جنسیت، مقاطع تحصیلی و رشته تحصیلی. فصلنامه پژوهش و برنامهریزی در آموزشعالی، 19، 114-93.
سیف، علیاکبر.(1386). روانشناسی پرورشی نوین: روانشناسی یادگیری و آموزش (ویرایش ششم) تهران: نشر دوران.
همایونی، علیرضا؛ و عبداللهی، محمد حسین. (1382). بررسی رابطه بین سبکهای یادگیری و سبکهای شناختی و نقش آن در موفقیت تحصیلی دانش‌آموزان، مجلهروانشناسی. 2، 197-178.
منابع انگلیسی
Cockerton, T., Naz, R.,& Sheppard, S. (2002). Factorial validity and internal reliability of Honey and Mumford’s Learning Styles Questionnaire,Psychol Rep, (91), 503-519
De Ciantis, S. M. &Kirton, M. J. (1996).A psychometric reexamination of Kolb's experiential learning cycle construct, a seperation of level, style, and process. Educational & Psychological Measurement, 56(5), 809-820.
Dececco, J. P., & Crawford, W. R. (1974). The psychology of learning and instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice – Hell.
Duff, A., and Duffy, T. (2002).Psychometric properties of Honey and Mumford’s Learning Styles Questionnaire (LSQ).Personality and individual differences. 33, 147-163.
Dunn, R., & Griggs, S. (1995). Multiculturalism and learning style: Teaching and Counseling Adolescents. Prager, Westport, CT.
Goldstein, M. B., and Bokoros, M. A. (1992).Tilting at windmills: Comparing the learning styles inventory and learning style questionnaire.Educational and Psychological Measurement, 52, 701-708.
Honey, P. & Mumford, A. (1992). The manual of learning style (third edition). Maidenhead, P. Honey.
Honey, P., and Mumford, A. (1986).The manual of learning styles. Maidenhead, Berkshire: Peter Honey
Jackson, C. J., & Lawty-Jones, M. (1996). Explaining the overlap between personality and learning styles. Personality and Individual differences, 20, 293-300.
Kayes, D. C. (2005).Internal validity and reliability of Learning Style Inventory version 3 (1999).Journal of Business and Psychology, 20(2), 249- 257.
Klein, B., McCall, L., Austin, D., Piterman, L. (2007). A psychometric evaluation of the Learning Styles Questionnaire: 40-item version, British Journal of Educational Technology, 38.23-32.
Kolb, A.Y., Kolb, D.A. (2005), The Kolb Learning Style Inventory - Version 3.1, 2005 Technical Specifications, available at: www.learningfromexperience.com, .
Kolb, D. A. (1976).Management and the learning process, California Management Review, 18.21-31.
Lashinger, H. K. (1986). Learning styles of nursing students and environmental press perceptions of two clinical nursing setting. Journal of Advanced Nursing, 11, 289- 294.
Ruble, T. L., & Stout, D. E. (1990). Reliability, construct validity, and response-set bias of the revised Learning Style Inventory. Educational and Psychological Measurement, 50, 619-629.
Ruble, T. L., & Stout, D. E. (1991).Reliability, classification stability, and response-set bias of alternate forms of the Learning Style Inventory.Educational and Psychological Measurement, 51, 481-489.
Sadler-Smith, E. (2001). The relationship between learning style and cognitive style.Personalityand Individual Differences, 30, 609-616.
Sims, R. R., Veres, J. G. III, & Shake, L. G. (1989).An exploratory examination of the convergence between the Learning Style Questionnaire and the Learning Style Inventory II.Educational and Psychological Measurement, 49, 227-233.
Swailes, S., and Senior, B. (1999). The dimensionality of Honey and Mumford’s Learning Style Questionnaire.International Journal of Selection and Assessment, 7(1), 1-11.
Tepper, B. J. &Tetrault, L. A. (1993).Discriminant and Convergent Validity of the Problem Solving Style Questionnaire.Educational and Psychological Measurement. 53 (2), 437-444.
Van Zwanenberg, N., Wilkinson, L. J. & Anderson, A. (2000). Felder and Silverman’s Index of Learning Styles and Honey and Mumford’s Learning Styles Questionnaire: how do they compare and do they predict academic performance? Educational Psychology. 20 (3), 365-380.
Woolfolk, A. E. (2004). Educational Psychology. (9th Ed.). Pearson, International Edition.
Desocio, j. (2005).Accessing self – development through narrative approaches in child and adolescent psychotherapy. Journal of child and adolescent psychiatric nursing,18, (2), 53-61.
Epston, D., White, M. (1990). Narrative means to therapeutic ends. New york: Norton.Yalom,l.(1989).Existential psychotherapy.New york: Basic Books
Fabio, A., Busoni, L. (2007). Fluid intelligence, personality traits and scholastic success:Empirical evidence in a sample of Italian high school students. Journal of personality and individual differences, 43, 68-79.
Fabio, A., Palazzeschi, L. (2009). An in-depth look at scholastic success:Fluid intelligence,personality traits or emotional intelligence? Journal of personality and individual differences, 49, 581-585.
Farsides, T., Woodfield, R. (2003). Individual differences and undergraduate academic success:The roles of personality, intelligence and application. Journal of personality and individual differences, 34, 1225-1243.
Firkowska- Mankiewicz, A. (2002). Intelligence and success in life (pp.232), Poland: IFis publishers
Graziano, P., Reavis, R., Keane, S., Calkins, S. (2007). The role of emotion regulation in childrens early academic success. Journal of school psychology, 45, 3 -19.
Griffin, K. (2006). Striving for success: A qualitative exploration of competing theories of high – achieving black college students academic motivation. Journal of college student development, 47,(4), 384.
Gupta,Damyanti.(1990). The linguistic approach: ideas & issues. Jaipur/India: peinter publishers,ch.2,pp.29-63
Hodges, J. (2006). College rules: How to study, survive and success in college. Journal of college student development, 47,(4), 490.
Hsieh, P., Cho, Y., Liu, M., Schallert, D. (2008) .Examining the interplay between middle school students achievement goals and self-efficacy in a technology-enhanced learning environment. American secondary education, 36,(3), 33.
Lakoff, G. Johnson, M. (1980). Metaphors we live by. Chicago: The university of Chicago press.
Latridis, T. Fousiani, K. (2009).Effects of status and outcome on attributions and just-world beliefs:how the social distribution of success and failure may be rationalized. Journal of experimental social psychology, 45,(415- 420).
Main, K. (2008).Teaching beyond the test:the possibility of success. English journal(high school edition), 97,(5),46.
MCHatton, P., Zalaquett, C. (2006). Achieving success: perceptions of students from migrant farmwork families. American secondary education, 34,(2),25.
Parker, J., Summerfeldt, L., Hogan, M., Majeski, S. (2004). Emotional intelligence and academic success: examining the transition from high school to university .Journal of personality and individual differences, 23,.124-136.
Raley, K., Frisco, M., Wildsmith, E. (2005). Maternal cohabitation and educational success. Sociology of education, 78,(2), 144.
Rouse, D. (2001). Reclaiming the fir: how Successful people overcome Burnout. Education Periodical,97,(19),1209.
Saban, A., kocbeker, B., Saban, A. (2007). Prospective teacher's conceptions of teaching and learning revealed through metaphor analysis. Journal of learning and instruction,17,123-139.
Sanders, A. (2008).Rekindling success. Education periodical,83,(7), 47.
Viadero, D. (2009).Out-of-school factors seen as key, poverty and potential:out-of school factors and school success. Education week, 28,(24),5.
Xu, S., Stevens, D. (2005). Living in stories through images and metaphors: recognizing unity in diversity. Mcgill journal of education,40,(2),303.
yazejian, A., Toews, M., Sevin, T., purswell, K. (2008). “it’s a whole new word” : A qualitative Exploration of college student’s Definitions of and strategies for college success. Journal of college student Development,49,(2),141
)