Eisa Asgari; Naser Nastiezaie; Abdolvahab Poorgaz
Volume 13, Issue 3 , September 2016, , Pages 268-280
Abstract
Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students ...
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Background & Objective: Achievement motivation and selfdirected learning can be affected by various factors including classroom management styles This study aimed to investigate the relationship between classroom management styles and achievement motivation and selfdirected learning in graduate students of the University of Sistan and Baluchistan Iran Methods: This descriptivecorrelation study was conducted through regression analysis From among all graduate students of the University of Sistan and Baluchestan 323 students were selected and studied in October 2015 The study tools consisted of Martin and Baldwins Class Management Styles Questionnaire (1998) Fishers Selfdirected Learning Readiness Scale (SDLRS) (2001) and Hermans Achievement Motivation Scale (1977) To analyze the data Pearson correlation coefficient and simultaneous multiple regression analysis were used in SPSS software Results: Mean score of the noninterventionist interactionist interventionist achievement motivation and selfdirected learning styles were 273 ± 0517 277 ± 0527 286 ± 0435 274 ± 0406 and 328 ± 0311 respectively The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were respectively 0077 and 0035 (P > 005) The correlation coefficients of the interactionist style with achievement motivation and selfdirected learning were respectively 0644 and 0591 (P < 001) The correlation coefficients of the noninterventionist style with achievement motivation and selfdirected learning were 0436 and 0408 (P < 001) respectively According to the results of regression analysis interactionist and interventionist styles explained 564% of the variance in achievement motivation and 48% of the variance in selfdirected learning (P < 001) Conclusion: Achievement motivation and selfdirected learning in students increased with the use of the interactive classroom management style and reduced with the use of the interventionist classroom management style
Mahbubeh Kahkhayi; Naser Nastiezaie
Volume 13, Issue 2 , June 2016, , Pages 172-181
Abstract
Background & Objective: Knowledge about the nature and types of learners learning styles can help teachers to adjust their teaching methods with students learning styles to achieve the desired educational outcomes This study aimed to investigate the relationship of students learning styles (based ...
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Background & Objective: Knowledge about the nature and types of learners learning styles can help teachers to adjust their teaching methods with students learning styles to achieve the desired educational outcomes This study aimed to investigate the relationship of students learning styles (based on Kolb learning Styles) and adaptive teaching method Methods: In this descriptivecorrelation study 250 students in ElmiKarbordi higher education center at Zahedan JahadeDaneshgahi Iran were selected via simple random sampling model For collecting the data the learning styles of Kolb and adaptive teaching method questionnaires were used The data were analyzed using Pearson correlation and regression analysis tests Results: The amounts of correlation coefficient of assimilating divergent accommodating convergent learning styles and adaptive teaching method were 0810 0765 0795 and 0809 respectively (P < 0001) In addition based on the regression analysis of learning styles convergent (β = 0491) and divergent (β = 0300) methods had the greatest impacts on adaptive teaching method respectively (P < 0001) Conclusion: Given the positive and meaningful correlation between the learning styles with adaptive teaching method teachers of educational centers are suggested to use adaptive teaching method based on learningbased activities assessment of learners needs engaging students in the teaching process and flexibility for personal development
