Investigating and Comparing the Relationship between Academic Buoyancy, Learning Styles, and School Bonding among Students at Mizan and Public Schools
(ندگان)پدیدآور
Iri, HamidehHassanzadeh, RamezanAsadi, Javanshir
نوع مدرک
TextOriginal Article
زبان مدرک
Englishچکیده
The present study aimed to investigate and compare the relationship between academic buoyancy, learning styles, and school bonding among students educated via the educational approaches of Mizan and public schools in Tehran. The study was descriptive-correlational. The statistical population comprised 2680 elementary-school students in Tehran in the 2018-2019 academic year. A sample of 600 was selected from public and guided discovery schools (300 students from public and 300 from Mizan guided discovery schools) based on stratified random sampling. The research tools included Martin and Marsh Academic Buoyancy Scale, Grasha-Riechmann Learning Style Survey (LSS), and Rezaei Sharif School Bonding Questionnaire (SBQ). Data were analyzed using the Pearson correlation coefficient and one-way analysis of variance (ANOVA). The results showed that the score of academic buoyancy was significantly higher among students receiving guided discovery than those receiving traditional education (p
کلید واژگان
Academic BuoyancyLearning styles
Mizan
School Bonding
Student
شماره نشریه
13تاریخ نشر
2021-05-011400-02-11
ناشر
Iranian Educational Psychology Associationسازمان پدید آورنده
Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, IranDepartment of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran
شاپا
2645-54552645-5447