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Volume 17, Issue 4 (Winter 2016)
Advances in Cognitive Sciences 2016, 17(4): 79-87 |
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Hamidi F, Heydari Zadeh Shirazi S. The Association of Mindfulness and Metacognitive Strategies with Learning Styles among University Students. Advances in Cognitive Sciences 2016; 17 (4) :79-87
URL: http://icssjournal.ir/article-1-378-en.html
URL: http://icssjournal.ir/article-1-378-en.html
1- Associate Professor of Psychology, Education Department, Shahid Rajaee Teacher Training University ,Iran.
2- MA in Educational Psychology, Education Department, Shahid Rajaee Teacher Training University,Iran.
2- MA in Educational Psychology, Education Department, Shahid Rajaee Teacher Training University,Iran.
Abstract: (2644 Views)
Introduction: The present research aimed to evaluate the possible association of mindfulness and metacognitive strategies with learning styles among basic science students at Shiraz University.
Method: This correlation study followed a descriptive method whereby 280 students were enrolled through convenient sampling. Toronto Mindfulness Scale, Kolb learning style questionnaire and the metacognition scale were employed as study tools. The validity of our applied questioners was 0.97, 0.85 and 0.98, respectively. Data were analyzed thorough descriptive method and logistic regression.
Results: Our findings demonstrated an inverse and meaningful relation between convergent learning style and mindfulness as well as a direct relation between divergent learning style and mindfulness. Likewise, there was a direct and meaningful relation between metacognitive strategies and student’s divergent style and an inverse relation between metacognition and students’ accommodate learning style, also with the students’ assimilated learning style.
Conclusion: Individuals who possess higher mindfulness and metacognitive capacity appeared to more subject to divergent learning style.
Method: This correlation study followed a descriptive method whereby 280 students were enrolled through convenient sampling. Toronto Mindfulness Scale, Kolb learning style questionnaire and the metacognition scale were employed as study tools. The validity of our applied questioners was 0.97, 0.85 and 0.98, respectively. Data were analyzed thorough descriptive method and logistic regression.
Results: Our findings demonstrated an inverse and meaningful relation between convergent learning style and mindfulness as well as a direct relation between divergent learning style and mindfulness. Likewise, there was a direct and meaningful relation between metacognitive strategies and student’s divergent style and an inverse relation between metacognition and students’ accommodate learning style, also with the students’ assimilated learning style.
Conclusion: Individuals who possess higher mindfulness and metacognitive capacity appeared to more subject to divergent learning style.
Type of Study: Research |
Subject:
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Received: 2015/09/21 | Accepted: 2015/11/21 | Published: 2015/12/22
Received: 2015/09/21 | Accepted: 2015/11/21 | Published: 2015/12/22
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