Learning styles of design students and the relationship of academic performance and gender in design education

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

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Estilos de aprendizaje y rendimiento académico de universitarios de Educación Física chilenos (Learning styles and academic performance of Chilean Physical Education university students)

Retos ◽

10.47197/retos.v0i32.51919 ◽

2016 ◽

pp. 62-67

Author(s):

Jaime Serra-Olivares ◽

Carlos Leonel Muñoz Valverde ◽

Consuelo Cejudo Armero ◽

Pedro Gil Madrona

Keyword(s):

Academic Performance ◽

Physical Education ◽

Active Learning ◽

Learning Styles ◽

Learning Style ◽

Significant Relationship ◽

And Gender ◽

New Research ◽

The Relationship ◽

Academic Year

Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.

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The Relationship of Digit Ratio (2D:4D) and Gender-Role Orientation in Four National Samples

Journal of Individual Differences ◽

10.1027/1614-0001.28.2.78 ◽

2007 ◽

Vol 28 (2) ◽

pp. 78-87 ◽

Cited By ~ 12

Author(s):

Stefan J. Troche ◽

Nina Weber ◽

Karina Hennigs ◽

Carl-René Andresen ◽

Thomas H. Rammsayer

Keyword(s):

Gender Role ◽

Sex Role ◽

Role Orientation ◽

Sexually Dimorphic ◽

Gender Role Orientation ◽

Left Hand ◽

Fourth Finger ◽

And Gender ◽

Relationship Of ◽

The Relationship

Abstract. The ratio of second to fourth finger length (2D:4D ratio) is sexually dimorphic with women having higher 2D:4D ratio than men. Recent studies on the relationship between 2D:4D ratio and gender-role orientation yielded rather inconsistent results. The present study examines the moderating influence of nationality on the relationship between 2D:4D ratio and gender-role orientation, as assessed with the Bem Sex-Role Inventory, as a possible explanation for these inconsistencies. Participants were 176 female and 171 male university students from Germany, Italy, Spain, and Sweden ranging in age from 19 to 32 years. Left-hand 2D:4D ratio was significantly lower in men than in women across all nationalities. Right-hand 2D:4D ratio differed only between Swedish males and females indicating that nationality might effectively moderate the sexual dimorphism of 2D:4D ratio. In none of the examined nationalities was a reliable relationship between 2D:4D ratio and gender-role orientation obtained. Thus, the assumption of nationality-related between-population differences does not seem to account for the inconsistent results on the relationship between 2D:4D ratio and gender-role orientation.

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THE GENDER IMPLEMENTATION OF THE “POWER” FRAME IN SHAKESPEARE’S TRAGEDY “MACBETH”

Tyumen State University Herald Humanities Research Humanitates ◽

10.21684/2411-197x-2020-6-2-19-36 ◽

2020 ◽

Vol 6 (2) ◽

pp. 19-36

Author(s):

Ekaterina A. LOBANOVA

Keyword(s):

Main Idea ◽

Point Of View ◽

Integrative Approach ◽

Discursive Analysis ◽

Historical Text ◽

Gender Characteristics ◽

And Gender ◽

Linguistic Methods ◽

Relationship Of ◽

The Relationship

This article studies the cognitive features of the “power” frame and its gender implementation in the historical tragedy by W. Shakespeare “Macbeth”. Here, the author examines the concepts of “frame” and “gender” in linguistics, studying different approaches to their definition. The relevance of this work is determined by the close attention of the contemporary linguistics to these concepts, as well as their place in the contemporary academic paradigm. The academic affirmation of the “frame” and “gender” concepts designates a new step in understanding the ways and peculiarities of the language interaction, consciousness, and culture, and, consequently, it shows new aspects of the relationship of linguistics with other sciences. Nevertheless, the problems of both frame and gender are not yet fully understood. This study allows describing in detail the essence of the frame “power” and showing its meaning, use, and ways of its gender implementation in fiction, which explains the novelty of this article. The study’s methodology is based on the cognitive-discursive analysis of the text, as well as on an integrative approach to the discourse study, which combines methods of both cognitive and gender linguistics, as well as the discourse analysis. Common research methods were used along with private linguistic methods. The application of cognitive-discursive analysis has significantly increased the depth of understanding of the “power” frame that dominates Shakespeare’s historical tragedy. This historical text presents the central theme of political tragedy: the overthrow of the rightful ruler and the usurpation of power. The motive for the seizure of power forms a thematic core and is presented from the usurpers’ point of view. In this article, the author observes the gender shift and duality of the female and male beginnings: Shakespeare puts the female protagonist, hungry for power, among men, thus the images of Lady Macbeth and her husband come into conflict with the gender characteristics attributed to them. The play clearly traces the main idea of Machiavellianism: the goal justifies the means. The results conclude that the “power” frame is the leading one in Lady Macbeth’s monologue, thus setting one of the main themes of this tragedy.

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The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽

10.2202/0027-6014.1677 ◽

2006 ◽

Vol 43 (3) ◽

Cited By ~ 8

Author(s):

Kellah M. Edens

Keyword(s):

College Students ◽

Academic Performance ◽

Goal Orientation ◽

Self Efficacy ◽

Academic Motivation ◽

College Health ◽

Sleep Habits ◽

Lack Of Sleep ◽

Relationship Of ◽

The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Associations National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Sustainability ◽

10.3390/su13063341 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3341

Author(s):

Jesús Maya ◽

Juan F. Luesia ◽

Javier Pérez-Padilla

Keyword(s):

Early Childhood ◽

Academic Performance ◽

Learning Styles ◽

Primary Education ◽

High Performance ◽

Multiple Choice ◽

Assessment Methods ◽

Theory And Practice ◽

Education Students ◽

The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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The relationship of indebtedness, race, and gender to the choice of general or subspecialty pediatrics

Academic Medicine ◽

10.1097/00001888-199502000-00020 ◽

1995 ◽

Vol 70 (2) ◽

pp. 149-51 ◽

Cited By ~ 12

Author(s):

S E Brotherton

Keyword(s):

Race And Gender ◽

And Gender ◽

Relationship Of ◽

The Relationship

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Deberes escolares y rendimiento académico en Educación Primaria

Anales de Psicología ◽

10.6018/analesps.31.2.171131 ◽

2015 ◽

Vol 31 (2) ◽

pp. 562 ◽

Cited By ~ 15

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Pedro Rosário ◽

Susana Rodríguez ◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Mathematics Achievement ◽

Foreign Language ◽

Primary Education ◽

Predictive Variables ◽

Time Optimization ◽

And Gender ◽

Educación Primaria ◽

The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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Attitudes toward Persons with Disabilities: A Relationship of Age, Gender, and Education of Students

International Journal of Indian Psychology ◽

10.25215/0404.112 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Ajay Kumar Maurya ◽

Ashok Parasar

Keyword(s):

Sampling Technique ◽

Older Students ◽

Point Scale ◽

Persons With Disabilities ◽

Gender And Education ◽

And Gender ◽

Education Of Students ◽

Relationship Of ◽

The Relationship ◽

Negative Relationships

The study was conducted to see the relationship between students’ attitude towards disability with reference to age, gender and education. The main aim of this study was to assess whether older students has positive attitude than younger; whether boys and girls have different attitude towards disability and whether the there is any impact of education on attitude toward disability? Method: Data was collected from general population through random sampling technique from six different schools. Participants were selected from the four classes (9, 10 11, and 12) with equal number of Boys and girls. To assess the Attitude towards disability, the Harold E. Yuker J. R. BlockJanet H. Youinng 6 point scale with 20 items scale was administered. Results: In this study positive correlation was found between ATDP & Age, ATDP & Education, and Negative correlation between ATDP and Gender was found. Conclusions: Participant’s Age and Education have positive relationship with their attitudes towards disability; negative relationships was found between gender and attitude towards disability.

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Nature, Nation, Science and Gender

Sociological Bulletin ◽

10.1177/0038022918796943 ◽

2018 ◽

Vol 67 (3) ◽

pp. 334-347

Author(s):

Gita Chadha

Keyword(s):

Symbiotic Relationship ◽

Complex Relationship ◽

Mother Goddess ◽

Indian Scientist ◽

Feminist Perspectives ◽

And Gender ◽

Relationship Of ◽

The Relationship

The article explores the equation among nature, nation and gender in the nationalist context. Developing the argument that both nature and nation were feminised and deified as mother and mother goddess in the nationalist context, the article deploys feminist perspectives to critically examine this on a fourth-axis science. By looking at the relationship of the scientist, J. C. Bose, to these categories, the article hopes to unravel the complex relationship of the Indian scientist to nation, nature, gender and science. It is argued that due to being a ‘Sakta’, Bose had a symbiotic relationship to nature, and consequently to science, thereby presenting an ‘alternative’ to Western modes of relating to science and nature. The article submits that this alternative was cast in patriarchal constructions of both science and nature and views the associations of mother with nation and nature within larger feminist critiques of science. The article submits that while these sleeping metaphors set an alternative paradigm to the Western modes of relating to nature through science, they reproduced patriarchal constructions of the same. The article is an effort at grafting feminist perspectives on (a) science and (b) nationalism with postcolonial perspectives on science and modernity.

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