جستجوی مقالات مرتبط با کلیدواژه « Thinking style » در نشریات گروه « علوم تربیتی »

In architecture education, choosing educations that increase students' learning and improve their performance in design and academic progress has always been a challenging way for those involved in architecture education. This research aims to identify the dominant styles of thinking and learning in architecture students, and examine the relationship between these styles and the academic progress of architecture students, so that by choosing the best training that matches the styles, it can lead to the academic progress of architecture students and thus make them successful students. and trained creatively. The statistical population of this research is made up of architecture students of Allameh Dehkhoda University in continuous undergraduate level. The size of the sample population is equal to 112 people, which was obtained with the help of Gpower volume estimation software. The sample population was selected using simple random sampling method. In order to measure thinking styles, Sternberg-Wagner questionnaire was used and cognitive learning styles were measured with Kolb's learning questionnaire and perceptual learning styles were measured with Wark's learning strategies questionnaire. In order to analyze the data, factorial design tests and regression analysis and SPSS version 23 software were used. Based on the results of this research, the measured architecture students often use visual and auditory learning strategies, and executive, hierarchical, detail-oriented, and extroverted thinking styles show the greatest relationship with academic progress. Therefore, it seems that the use of visual elements in the educational environment and the type of teaching,

Due to the impact of dogmatism on many areas of individual and social life, much research is done focusing on this cognitive construct. However, since that there is no instrument in Iran for assessing Dogmatism, the aim of this study is to prepare Rokeach’s Dogmatism questionnaire and investigate its reliability and validity in Iranian students. Finally, 412 students were selected using multi-stage stratified sampling from Shahid Beheshti University students and completed the Persian version of Rokeach’s Dogmatism Questionnaire along with the Conservative thinking style subscale of Sternberg’s thinking styles Inventory. Data were analyzed using exploratory factor analysis by principal component analysis. Analysis showed that the questionnaire is composed of 12 factors having values above 1, which altogether explain 56 percent of its variance. Cronbach’s alpha was 0.75 for whole questionnaire and its correlation with the Conservative thinking style subscale was significantly positive. The results of the present study indicate that this questionnaire is relatively suitable for implementation in the Iranian student community.

The aim of this study was to determine the effectiveness of quantum skills training on thinking style and knowledge sharing behavior of girls' high school principals in Isfahan. This research is a type of exploratory combined research that has a quantitative and qualitative nature. In the qualitative part, the theme analysis method was used inductively and in the quantitative part, the quasi-experimental method was used with the control group.. The statistical population of the quantitative part of this study consisted of all principals of the first and second secondary schools for girls in Isfahan in 1399, whose number included 228 people and 40 of them were selected as a sample as available. In the present study, first the educational content of quantum leadership skills was obtained through the analysis of Atrid Sterling and finally the educational content of a comprehensive theme (quantum leadership skills), seven organizing themes (quantum vision skills, quantum thinking, Quantum sense, quantum cognition, quantum action, quantum trust, and quantum bio) and 32 basic themes were formed and validated. The total content validity index of the theme template was 0.85 and the value of Holst coefficient (0.96) was estimated. Also, the correlation coefficient of the two disciplines obtained from the training package was estimated to be 1.78 and the internal and external validity of the quantum leadership skills training content was confirmed. Measurement tools in this study are Sternberg-Wagner Thinking Styles Questionnaire, the content validity of which has been approved by experts and has a reliability of more than 0.70, and the Wenden Hoff and Van Winen Knowledge Sharing Behavior Questionnaire with Factor load coefficients were higher than 0.6 and reliability was 0.86. Based on the results, the difference between the experimental and control groups in terms of thinking styles, knowledge presentation and total knowledge sharing score was significant (P≤0.05). However, the difference between the experimental and control groups in terms of knowledge acquisition was not significant (P= 0.06) and training in quantum leadership skills was not effective in receiving knowledge.

Times New Roman 12 The aim of this study was to investigate the relationship between thinking styles and feelings of efficiency with the acceptance of organizational change in primary school principals in District 2 of Kerman. The method of this research was descriptive-correlational and its statistical population included all primary school principals in District 2 of Kerman to 192 people, 124 people were selected by random sampling method.Data collection tools were three questionnaires of Sternberg-Wagner (1991) thinking styles, determining the efficiency of Bani Hashemi managers (1998) and accepting the organizational change of Saatchi, Kamkari and Askarian (2010). Reliability was estimated with Cronbach's alpha coefficient of 0.78, 0.92 and 0.87. Data were collected by SPSS software using Cronbach's alpha coefficient, skewness and elongation coefficient, Pearson correlation coefficient and regression analysis. According to the research, Pearson correlation coefficient between thinking styles and acceptance of organizational change in primary school principals was equal to 0.132, which according to the significance level of 0.144, it can be concluded that there is no significant correlation Pearson correlation coefficient between sense of efficiency . And acceptance of organizational change in primary school principals equal to 0.157 which according to the significance level of 0.082 can be concluded that there is no significant correlation.

The aim of this study was to investigate the fit of the model of the relationship between religiosity and excellence after trauma with the mediating role of creativity and thinking style in veterans.

The present study is descriptive and correlational. The study sample was 362 veterans who were selected by simple random method from veterans (25 to 70%) of the Martyrs and Veterans Affairs Foundation of the cities of Tehran province in (1399). Data were collected using questionnaires of excellence after Tedچیi and Calhoun (2011), Allport and Ross religiosity (1950), Torrance creativity (1966) and Sternberg and Wagner (1979) thinking style. Data were analyzed using path analysis and SPSS25 and Amos24 software.

The results of path analysis showed that religiosity on thinking style, creativity and excellence after trauma; Thinking style on creativity; Creativity and thinking style have had direct and significant effects on post-traumatic excellence.
Religiosity also has a positive and significant indirect effect on post-traumatic excellence through the mediating role of creativity.

Religiosity along with creativity has a great effect on post-traumatic excellence in people with trauma. In other words, people with higher religiosity, religiosity affects their creativity And these people, in order to return to ideal conditions, with the help of their abilities and facilities, undertake mental and psychological reconstruction; Thus excellence is predictable after impact.

This study aimed to investigate the relationship between teachers' emotional intelligence fit model and students' creativity with the mediation role of students' thinking style through a correlational methodology. For the statistical population, 10th and 11th grade female students living in Qom in the academic year  of 2018-2019 were selected. The sample included 415 students and Art and Composition teachers (approximately 28 teachers ) who were selected by multistage cluster random sampling. Bar-on Emotional Intelligence Questionnaire (for teachers) and Sternberg's thinking style, and Torrance's creativity questionnaires  (for students) were used as research tools. Findings of the structural equations indicated that the model fitted well with the research data (X2 / df = 0.438, RMSEA = 0.0001, CFI = 1, IFI = 1, GFI = 0.99, NFI = 0.99).The findings of path analysis indicated that emotional intelligence on thinking style had direct effect  .Thus, thinking style had direct effect on creativity. The mediating role of thinking style on students' creativity was confirmed.The findings probably inferred the concept that teachers 'emotional intelligence and student`s thinking style are of overriding  importance in fostering students' creativity.It is recommended that the model shoud be examined in different cultures.

This study aimed to predict self-efficacy in career decision making based on creativity and thinking styles.  The research was descriptive and survey. The statistical population consisted of all undergraduate students of the Faculty of Literature of Tehran's Alzahra University during the years 2018 –19. In this research 205 individuals were selected by simple random sampling. Research tools included a demographic-researcher-made checklist, creativity questionnaire, thinking style questionnaire, and self-efficacy questionnaire on job decision making. Research data were analyzed using descriptive methods (frequency, percentage, mean and standard deviation), Pearson correlation coefficient and multivariate regression analysis with simultaneous logistic regression. The results showed that there was a significant relationship between creativity and self-efficacy in job decision making (r = 0.846, P <0.05).  The relationship between evaluative thinking style (r = 0.671, P <0.05) and legalistic thinking style (r = 0.743, P <0.05) with self-efficacy in job decision making were also significant, but this relationship was also significant. There was no significant difference with executive thinking style variable (r = -0 / 041, P <0.05). Also, regression analysis with concurrent admission showed that predictor variables together could not explain 38% of the changes related to self-efficacy in job decision making among students.

If we want to observe the knowledge management in schools, we should operationalize it’s elements creation, release and application of knowledge, and increase the students motivations for sharing of knowledge and data exchange. The aim of sharing of knowledge is improvement of school community or raising the school knowledge base for more effective and efficient decision making in all aspects of educational organization. The revolution process in schools routinely, is up to down transfer in organization structure that is possible only by direct actions of school principals. Obviously, intellectual style of principal would be effective. A principal with one intellectual style could facilitate the process of creation, release and apply of knowledge, and the other principal with other intellectual style. Not only could be helpful. But as to could be a serious barrier in these steps. Sensitivity and importance of management and leadership in elementary schools is more than other courses due to the commencement of education and it’s effects on continuation of education process. Acquaintance with intellectual style could be helpful for people to identify their strengths and weakness and understand how developed their strategies in decision making and problem salving. This could decrease the wrong decisions. Recognition of thinking style and related variables in education is necessary. Because many differences in people performance could be related to thinking style instead of their ability (Zareei, 2001). On the other hand, understanding the thinking style help people to better understand why some activities are suitable for them and some others are not, indeed the thinking style is one reason for people different actions. The thinking style of one principal has a considerable effect on correct decision for knowledge creation in organization, the process of making availed and improving the created knowledge by people in organization and applying this knowledge among employees. Principal’s thought directly appear it’s influence on decisions, plans, behaviors, and how to dealing with different problems and conditions in organization, and by these results, establishing and tuning the principal’s thought could be traced. It seems that with improvement of thinking style of principals, the knowledge management in organization could be enhanced, and more attention to knowledge management lead the employees to work in growth and eloquence way by talent, motivation and latent and potential forces beside the wisdom strategy. In this research attempted to examine whether the thinking method of principals could be anticipated base on creation, release and application of knowledge? This study according to the application purpose and data collection method is descriptive, are variable and correlation. The studied statistical population in this research include all principals of schools and education organization in Alborz province in 2017-2018 in all courses and education bureaus. Normally, applying the questionnaire for principals is difficult, because they are busy and the questionnaire was given base on their agreement and verification. Therefore, the available sampling method was used. Among about you people, 167 people answered the questionnaire as on available sample. The measuring tool of questionnaire were made by knowledge management in 12 items, including three elements. Questions number 1 to 4, knowledge creation, number 5 to 8, knowledge application, 9 to 12, knowledge release. Principals inform about their ideas as four degree range (always, frequently, sometimes, rarely), and questionnaire of thinking method which was made by Harisun and Beramsun (2002), this section is a set of 18 questions with 5 options and everyone ranks it according to his preferences, that 5 has the most and 1 has the less similarity to him. The obtained total score of 18 questions of each option evaluate one intellectual style. The total scare of first question measure combined intellectual style, second question evaluate idealistic style, the third one pragmatic style, the fourth one analyst style, the fifth one realist style. The score 60 or more than it, is the peak of intellectual style, score between 49-59 could be adopted by intellectual style with various conditions, and score 48 or less in portial intellectual style which could be ignored. The final evaluation of credit of knowledge management questionnaire was evaluate a=0/9125 and credit of it’s elements are knowledge creation (F1)=0/7803, knowledge release (F2)=0/1118, knowledge application (F3)=0/8527, respectively. The credit of intellectual style questionnaire is evaluated as follow: combined thought (A)=0/873, idealistic thought (B)=0/6188, pragmatic thought (C0/1848, analyst thought (D)=0/8917, realist thought (E)=0/8017. In addition, the questionnaire of elements is one dementia and for it’s final evaluation, the Cronbach’s Alpha Formula could not be used, so the Ferguson Formula (1949) were used. The data were analyzed by one sample tests(t), Friedman Chi square and basic correlation. The results of analysis of data indicated that the stualied statistical population in all elements of thinking style have obtained the scores of 49-59. It means that they are intermediate in all thinking levels and can adapt with different conditions, and they haven’t reach to the peak of the intellectual style. In population from which the sample group have been extracted, the knowledge management variables were intermediate the knowledge creation variables were intermediate range, and knowledge release variables were upper than intermediate and knowledge application variable was evaluated in intermediate level. In this population, in thinking variables of principals set, pragmatic thinking has the upper grade and cornbined thought has the lower grade. Analysit thinking variable is in second grade, idealist thought is in third grade and realist thought if in fourth grade. And in the set of knowledge management variables, release variable is first, knowledge creation is second and knowledge application is third grade. So, in the studied population. Science application is in lower grade. In Chi square fit model, the relationship between sex and knowledge creation, type of school. With knowledge application and realist thought have been verified, and other personal properties have no relation with elements of knowledge management and thinking style. And for answer the last question (i.e. could it possible to anticipate principal thought base on creation, release and application of knowledge?) the correlation model were used, and according to the results, relation among them were verified. Therefore, the set of principals thoughts with knowledge management elements in the studied organizations were belonged to various fields and more and less are working independent of each other.

This study aimed at designing lesson study approach using strategic planning approach in learner organization based on thinking style in teachers at primary schools and some suggestions have been proposed on education optimization using various thinking styles in lesson study approach. This was an applied study and the researcher used underlying method. Statistical population of this research consisted of teachers of primary schools at nineteen districts of Tehran and specialist education. Accordingly, 285 teachers and 148 specialist education were selected as samples using appropriate method of determining volume and sample. A questionnaire containing 16 questions and seven options was selected to collect data and to investigate the comments of target groups on lesson study approach using strategic planning approach in learner organization based on legislator, executive and judge thinking styles. Face and content validity of the questionnaire have been appropriately examined. Reimplementation Method was used to examine the reliability of the questionnaire and it was 0.93. The researcher used Chi-Square Test to analyze data. According to the results of study, the studied groups confirmed proper use of Sternberg thinking style aspects in the designed model. Therefore, the designed model can be used in lesson study planning.

The purpose of this study was to investigate the relationship between thinking style(legislative, executive, judicial) and managers’ entrepreneurshipand organizational health among Shiraz medical science universities staff.
The population of the study included all faculty managers and staff members of Shiraz medical sciences university of which a sample of 60 managers and 240 staff were selected through stratified sampling.The instruments of the research included Hoy & Fildman (1966)Organizational Health questionnaire (OHI), Robbins and Coultar (1989) Entrepreneurship questionnaire and Sternberg’s Thinking Style Questionnaire (1991).
The data analyzed by SPSS and the correlational analysis of the factors showed that there is a positive and significant relationship between executive thinking style and entrepreneurship and organizational health but there is no relationship between Judicial thinking style and entrepreneurship and organizational health.
Findings revealed that entrepreneurship has a mediating role for executive thinking style and organizational health .The results showed the important role of managers’ thinking styles and entrepreneurship in organizational health among staff.

The research aims to comparatively study the learning styles of Hamedan's Farhangian University Teacher Students in order to improve the design of teacher professional development activities. To this end, a sample was randomly chosen from the male and female teacher students of Hamedan's Farhangian University (i.e., Shahid Bahonar and Shahid Maghsudi Branches). After the administration and data analysis of a standard test to recognize the subjects' convergent and divergent learning styles, three groups were identified to have convergent, divergent and intermediate thinking styles. Statistical results showed that the maximum, mean and minimum frequency belonged to convergent, divergent and intermediate learning styles, respectively. In addition, the findings indicate that the students of educational sciences were more creative and showed higher percentage of divergence in comparison to the students of other courses. It is also worthy of note that some suggestions regarding the variety of learning styles among students are proposed to design teacher professional development activities for teacher students.

The results of some studies have shown that thinking styles or learning styles affect the learning quality more than the intelligence. Thinking style or the overlapping term, cognitive style refers to the individual learning preferences. Considering the fact that identifying learner's preferred methods has a significant role on the curriculum of academic courses, the aim of this study was to compare the thinking styles of male and female students of different academic majors. For this purpose, 350 students of humanities, sciences and engineering (188 male and 162 female) were selected randomly using multi-stage random cluster sampling method and asked to answer to Grasha and Richman thinking styles questionnaires. The reliability of the research instruments were confirmed by Cronbach's alpha coefficient and their validity was attested by factorial analysis. Multivariate analysis of variance was used for data analysis. The results indicated that students of sciences benefit from more responsible and collaborative thinking styles than students of humanities and engineering. The findings also revealed that male students use more independent and avoidant thinking styles than the females.

The purpose of recent research was to compare the amount of teachers’ participation in management in regard to their thinking styles in Naghdeh high schools in 2012-2013. The population included all high schools’ teachers, that 145 teachers were selected by random stratified method and Cocran Formula. The standard questionnaire of Wagner and Strenberg thinking styles (1992) and the participation measure questionnaire in management (Hosseini, 2010) with Likert 7 scale point were used to collect data. The reliability of thinking styles questionnaire was 0.96 by using Cronbach alpha coefficient and the participant in management was 0.94. The kind of this descriptive research was survey methodology. The research data was analyzed by using ANOVA and LSD and Spss 19. The results showed that the participation dimensions in management were different in order to different kinds of thinking styles and the anarchism, oligarchy, executive, liberal, legal thinking styles had the most mean.

this study investigates the relationship between thinking styles of legislative¡ executive and judicial on the one hand and learning strategies on the other hand. For this purpose¡ 267 second-grade female students in mathematics and physics of District four of education in Tehran were participated who were selected by multistage random cluster sampling. Thinking Styles Inventory. TSI of Sternberg-Wagner (1997) was used to measure thinking styles and Learning strategies Questionnaire. LSQ of Weinstein and Mayer (1998) was used to measure learning strategies. Data analysis showed that the legislator thinking style had positives correlation with learning strategies of motivation and attitude; judicial thinking style with focus strategies¡ time management¡ self-assessment and motivation; and executive thinking style with the strategies of selecting main idea¡ information processing¡ time management¡ self-assessment¡ test strategy and motivation. In contrast¡ judicial thinking style showed negative relationship with anxiety. Regression analysis showed that in all cases with positive relationship¡ there is predictability. In the meantime¡ the strategy of study guide has not had significant relationship with any thinking styles.

The purpose of this research is to investigate the validity and reliability of thinking style scale amongst agricultural students. A sample of 247 students from Agricultural Colleges of Universities of Tehran, Yasoohj, Ilam, Shahid Bahonar Kerman, and Razi Kermanshah was randomly selected and answered to the scale items. SPSS (Statistical Package for Social Science) and AMOS Graphic software were used to analyze the data. Test-retest reliability and internal consistency showed appropriate reliability of thinking style subscales. Since the reliability of Anarchic style was issuable, with omitting one item the reliability reached .74 and acceptable level. Validity of scale confirmed with face and content validity and construct validity confirmed by Confirmatory factor analysis. About the "Form" dimension, the model assessed twice, with 4 items for Anarchic and 5 items for the same style. The results showed satisfactory fit of the model. According to the findings, thinking style scale is valid and reliable for assessing thinking styles of agricultural students.

the aim of this research is investigating the relationship between learning styles and thinking styles in students. Population consists of whole BA and MA students of Technical- Engineering and Psychology- Educational Sciences colleges of Tehran University. A sample of 200 students (50 Psychology- Educational Sciences college, 150 Technical- Engineering college) who were selected using the stratified sampling method was identified. To measure research variables, 2 questionnaires were used; Sternberg’s Thinking Style and Vark’s Learning Style questionnaires. To test the research hypotheses, Pearson correlation and stepwise regression statistical methods were used. The results showed that in the learning style, the visual style is the dominant style of most of the Technical - Engineering students and the reading–writing style is the dominant style of the students of Psychology- Educational Sciences.

Now-a-days in the educational systems، a special attention is given to the development of the thinking skills. In such systems the children learn how to use their thoughts in their daily life. Therefore it seems that knowing thinking styles (as an individual’s preferred procedure in reasoning، assessment and judgment) and its applications can be conductive in the daily life. The purpose of this study also was to understand the relationship between the thinking styles and the Grasha-Reichmann learning styles. The participants in this study were the high school students of Tehran. 533 students (258 girls and 275 boys) were selected from this community and answered to the Thinking Style Inventory (TSI) (Zhang and Sternberg، 2005) and Grasha and Reichmann Student Learning Style Scale (GRSLSS) (Grasha & Reichmann، 1996). Findings of this study indicated that the thinking styles have significant relationship with the learning styles. The findings also indicated that the thinking styles could anticipate any of the learning styles with different patterns. It seems that the students with type-I thinking style prefer the independent learning styles، while ones with type-II and type-III thinking styles lean towards the other thinking styles.

The present article has been conducted to survey " Thinking Style oriented Teaching Methods " on promoting the effectiveness of the ideological training courses being held for NAJA personnel. Thinking style means the prefrential method for applying individuals’ capasilities in various conditions such as class activities. The measurement tool in the research is Strenbery thinking Styles questionnaive (1997) Whose validity has been achieved through chronbach Alpha method – 0.812. The research method is semi – empirical and is based on multi stage random sampling, i.e. one of NAJA training centres has been randomly chosen. sixty persons mere randomly chosen from among the personnel of the selected centre including 20 noncommissioned officers, 20 subalterns and 20 senior officers. Their thinking styles were identified throngh implementation of thinking style tests. Afterwards, they were categorized in three thial graups and three control grups randomly. Them the trial interference of teaching methads based on thinking styles was implementad for the trial groups. After finishing ideological training courses in expertise – supplementary courses, implementing the final test and comparing final test scores of trial and contral gromps, and amdlyzing unilateral and persuasive variance of x2, the results of the analyses indicates that thinking style oriented teaching methods has enhanced the offectiveness idoological trainings in expertise – supplementary caurses. In this way, the awertise of trial group – 0.88 – and the control graup – 0.65 – have had a significant difference among noncomissioned officers, subalterns a and senior officers in ternas of statistscs.