functions of thinking style

This research was conducted with the aim of pre-academic performance based on the functions of thinking style and parenting styles with the mediation of students' responsibility. The descriptive research method was correlation type. The statistical population of the current study included all the students of the first secondary level of the 3rd district of Qom studying in the academic year of 2021-2022, of which 430 students were selected by the available sampling method and the questionnaire Pham et al.'s academic performance (1999, APQ), Sternberg's thinking styles (STSQ, 1992), Grolink et al.'s perceived parenting scale (PPQ, 1997) and Merkler et al.'s personal responsibility (PRQ, 2016) completed. Data analysis using the structural equation modeling method showed legal and executive thinking styles, parenting styles of mother and father and positive and meaningful relationship responsibility (p<0.01), and judgmental thinking style and academic performance. The negative correlation was significant (p<0.01) and legal, executive, judgmental thinking style and parenting styles of mother and father are related to academic performance through responsibility (p<0.01). The results of this research showed that there is a relationship between the functions of thinking style and the educational styles of parents with academic performance with the mediation of responsibility in students (p<0.05) and the research model has a favorable fit. The findings of this research can be used by experts in educational fields to improve academic performance.

This study aimed to investigate the role of thinking style functions in the self-directed learning readiness and critical thinking disposition. This research method was based on causal-comparative method. Statistical population of this study included all undergraduate students (n=550) of nursing and midwifery in Mashhad University of Medical Sciences (MUMS). The sample size estimated to be 214 using proportional stratified sampling method. Data gathering tools were self-directed learning readiness questionnaire, Critical Thinking Disposition questionnaire and functions of thinking style questionnaire. Data has been analyzed using descriptive statistics (mean, and standard deviation) and inferential statistics (Pearson correlation, MANOVA and x2). results of Chi-Square Test showed that there wrer significant differences between preferred functions of thinking style of all students, while preferredfunctions of thinking style of students in terms of gender were not significantly different. Also the ANOVA test reveals tha gender and functions of thinking style preferredon the not impact of self-directed learning and Critical Thinking Disposition. Considering that the a significant percentage of students are the preferredof legislator thinking style and also due to the lack of gender differences in thinking styles and no relationship with the self-directed style and tendency to adapt methods of teaching critical thinking in student's learning characteristics may suggest.