Personality dimensions and learning modes as the predictors of stress in university students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1586-1586
Author(s):  
A. Homayouni
Keyword(s):  
University Students ◽  
Learning Style ◽  
Pearson Correlation ◽  
Stress Factors ◽  
Positive Correlation ◽  
Learning Style Inventory ◽  
Theoretical Approaches ◽  
Concrete Experience ◽  
Learning Modes ◽  
Kolb's Experiential Learning Theory

Introduction & objectivesNo matter what age you are, if you are under stress it will affect your ability to learn, think and perform at your best. Severe stress releases chemicals in our brains and bodies that can hamper our performance and learning. So for better understanding of stress especially in the learning process, the study aimed to investigate personality characteristics, learning modes, and stress in university students.Method131 students were randomly selected from three universities. Hogan-Champagne's Personal Style Inventory (PSI) based on Jungian personality types, Kolb’s Learning Style Inventory (LSI) based on Kolb’s experiential learning theory and Coudron's Stress Inventory (CSI) were used. The data were analyzed with Pearson correlation coefficient and T independent tests.ResultsAnalysis showed that in learning modes, there is positive correlation between concrete experience and stress. In personality characters, positive correlation between introversion and stress, negative correlation between extroversion and stress. More analysis showed that across learning modes, males use the concrete experience mode more than females, and females use the abstract conceptualization mode more than males.ConclusionIn regard to introverted individuals, such individuals are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently of constraints and prodding by situations, culture, people, or things around them, and so facing stress factors interrupts their own world and reduces their function. In learning modes, people with concrete experience like new experience, rely on feeling and sensing, and generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. These factors cause variability in situations and circumstances and how stress comes about.

Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

2015 ◽  
Vol 37 (3) ◽  
pp. 673-701 ◽  
Author(s):  
XIAOHU YANG ◽  
FENG SHI ◽  
XIANGJUN LIU ◽  
YONG ZHAO
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
English Learning ◽  
Chinese College Students ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
English I

ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

Reliability of the Learning Style Inventory

1979 ◽  
Vol 44 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Lester M. Geller
Keyword(s):  
Learning Style ◽  
Small Groups ◽  
Narrow Range ◽  
Medical Schools ◽  
Medical Sciences ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
Review Course ◽  
Basic Medical

The Learning Style Inventory, based upon Kolb's experiential theory of learning, is intended to measure an individual's emphasis on each of four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Two primary dimensions (combination scores), AC-CE and AE-RO, categorize learners into four types, namely, the converger, diverger, accommodator, and assimilator. Test-retest reliabilities (31-day interval) for the four learning modes and two combination scores, derived from 50 U. S. students enrolled in foreign medical schools who participated in a 6-wk. basic medical sciences review course, were: Concrete Experience, .56; Reflective Observation, .52; Abstract Conceptualization, .59; Active Experimentation, .61; Abstract Conceptualization-Concrete Experience, .70; and Active Experimentation-Reflective Observation, .55. Although these Pearson product-moment coefficients might be reasonably satisfactory for employing the inventory in distinguishing between the means of two relatively small groups with a narrow range of difference, they are unsatisfactory for its use in reliably differentiating among individuals or between the means of larger, more disparate groups. It is felt, however, that the inventory is a potentially valuable instrument and that there are possibilities for improvement which might enhance its reliability, at the same time contributing to its validity.

Learning Styles and Approaches to Learning Mathematics of Students Majoring in Elementary Education: A Three-Year Study

2009 ◽  
Vol 105 (2) ◽  
pp. 500-508 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Andile Mji
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Elementary School Teachers ◽  
Learning Style ◽  
Approaches To Learning ◽  
Elementary Education Majors ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Mathematics ◽  
Learning Modes

The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men ( M = 20.1 yr., SD = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.

scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

scholarly journals Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

2020 ◽  
Vol 15 (15) ◽  
pp. 202
Author(s):  
Oscar Navarro ◽  
Francisco Javier Sanchez-Verdejo ◽  
Juana Maria Anguita ◽  
Angel Luis Gonzalez
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Style Inventory ◽  
Information And Communication ◽  
Teaching Learning ◽  
The University

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

Investigation the Role of Personality Factors that Cause to Stress in University Students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1039-1039
Author(s):  
M. Pourabdolisardroud
Keyword(s):  
University Students ◽  
Negative Correlation ◽  
Pearson Correlation ◽  
Personality Types ◽  
Stress Factors ◽  
Personality Factors ◽  
Pearson Correlation Coefficient ◽  
Personality Dimensions ◽  
Stress Inventory

Introduction & objectivesThis study investigated relationship among personality dimensions based on Jungian personality types and stress in university students.MethodThe studied population included 200 students between ages of 19–26 were randomly selected from three universities and Coudron's Stress Inventory (CSI) and Hogan - Champagne's Personal Style Inventory (PSI) were administered on them. PSI assesses eight personality dimensions based on Jungian personality types (introversion-extroversion E/I, intuition- sensing N/S, thinking-feeling T/F, perceiving-judging P/J). The data were analyzed with Pearson correlation coefficient and independent T test.ResultsFindings showed negative correlation between extroversion and stress and positive correlation between introversion and stress. Analysis of personality dimensions showed male are more intuition than female and female are more sensing than male.DiscussionBased on findings, considering that introverted are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently and prodding from situations, cultures, people, or things around them, so facing to stress factors interrupt their own world and reduce their function, cause to variability in situation and stress emerge.

scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

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