Style Inventory Research Articles

One-Wan Musical in Museum: A New Normal of Theatre Experiential Practice in the COVID-19 Era

This qualitative research aims to explore the integration of experiential learning theory (ELT) by David Kolb with theatre practice for degree programs in the musical class during the COVID-19 pandemic. By adapting the concept of Kolb Experiential Learning Cycle (ELC) and Learning Style Inventory (LSI), the instructor designed A New Experiential Cycle for Theatre Practice, comprised of 7 components for creating a musical show called “One-Wan Musical in Museum”. There are 1) Large Group Activity 2) Group Assignment 3) Independence Learning Task 4) Self-Reflective Class 5) Rehearsal Practice 6) Team Reflective Class 7) Theatre Performance. The researcher also suggests Three New Normal Teaching Strategies to encourage students to achieve their full education and learning potential during the pandemic, which are 1) Hybrid Learning Platform 2) Double-casting technique 3) Student-to-student Interaction.

LEARNING STYLE AND ACADEMIC ACHIEVEMENT OF SCHOOL CHILDREN - AN EXPLORATORY STUDY

This study explored the interrelationship between Learning Style (LS) and AcademicAchievement (AA) of students (11-15 years old) enrolled in schools following the SamacheerKalvi syllabus (Unified Education Board of the state of Tamil Nadu) among a total of 3026 schoolgoing children from the four zones of Coimbatore in the state of Tamil Nadu during November2021 to March 2022. A cross-sectional research design was used. Misra’s Learning Style Inventory(LSI) was administered to define the Learning Style of the children. AA was analysed using theiryearly report card for five major exams. Subject–wise average marks scored (Tamil, English,Mathematics, Science, and Social Science) were computed and graded. Children’s learning stylewas found to be significantly associated with all the subjects except the second language (Tamil).The enactive reproducing style had a positive impact on their academic achievement in English,Mathematics, and Science. Verbal constructive style affected their academic achievementnegatively. Figural constructive and figural reproducing learning styles were found to have apositive impact on Mathematics, Science, and Social Science.

Development of a responsibility model based on identity styles with the mediating role of self-concept for the students of Tehran Universities

Introduction: Students’ sense of responsibility has a substantial impact on their academic and professional progress, as well as the future of their society. Therefore, it is necessary to examine and identify factors influencing their sense of responsibility. Aim: The present study aimed to propose a model of responsibility based on identity styles with the mediating role of self-concept. Method: In this correlational study, the path analysis method was applied. The study population consisted of all students of Tehran University of Medical Sciences, Shahid Beheshti University of Medical Sciences, and Science and Research Branch of Islamic Azad University in 2022. A total of 411 students were selected via random cluster sampling. The data collection tools were Kurdlo's Responsibility Questionnaire (2015), Identity Style Inventory (1989), and Rogers’ Self-Concept Scale (1957). Pearson's correlation coefficient test was carried out using AMOS version 24 and SPSS version 25 for statistical analysis. Results: The correlation coefficients indicated significant positive correlations between informative and normative identity styles and the sense of responsibility, with the mediating role of self-concept, while the diffuse/avoidant identity style had a significant negative correlation with the sense of responsibility (P<0.01). Moreover, the coefficients were significant for the indirect effects of informative identity style (β=0.028, t=5.17), normative identity style (β=0.047, t=4.32), and diffuse/avoidant identity style (β=-0.056, t=-3.27) on the students’ sense of responsibility, with the mediating role of self-concept (P<0.05). The direct path coefficients for all three identity styles in predicting responsibility were also significant (P<0.01). Conclusion: The present results showed that self-concept mediated the students’ sense of responsibility based on identity styles. Therefore, authorities should take the necessary measures to improve the students’ sense of responsibility, depending on their identity styles.

The Relationship between Kolb Learning Style and Academic Performances in Orthopedic Residents

Objective: The assimilating and converging Kolb learning style were reported to have positive correlation with critical thinking ability in Orthopedic resident. However, the relationship between Kolb learning styles and academic performance remained controversy. The objective of this study is to report the relationship between Kolb learning style and academic performance in Orthopedic residents. Materials and Methods: The causal comparative cross-sectional study on 48 Orthopedic residents of academic year 2020 was conducted. The demographic characteristics of the participants were reviewed. The scores from the multiple choices question (MCQ) in-training examination, the objective structured clinical examination (OSCE) and the global performance rating scale were collected to represent academic performances of each Miller’s pyramid of assessment level. The Kolb learning style inventory were allocated. The statistical analysis was performed and p < 0.05 was considered statistically significant difference. Results: The response rate was 100%. There was no statistically significant difference of MCQ in-training examination, OSCE and global performance rating scale among each learning style as p=0.789, 0.493 and 0.407, respectively. The assimilating and converging styles were the 2 learning styles which had the academic performance scores above the average scores in all assessments. Conclusion: This study could not demonstrate the significant difference of academic performances among Kolb learning style in Orthopedic residents. However, the assimilating and converging style had the consistent scores above average scores in all domains. The Orthopedic learning experience should focus on the development of reflective observation, abstract conceptualization and active experimentation to facilitate effective improvement in academic performance of the residents.

Cognitive Styles and Demographic Variables: A Meta-Analysis Study

Cognitive style, stress, and academic success should be carefully examined in order to improve educational processes and difficulties of students at higher stages. On stress levels, academic performance, and other various demographic variables, cognitive styles, however, have varying consequences. This article examines the statistics on the correlation between learners' cognitive styles and other demographic factors. The researchers focused primarily on the effects of cognitive styles on stress levels, gender, location, stream, family status, and coping and learning techniques. Most often, post-facto and experimental research designs are used. Most researchers collect samples that are greater than 100 or 300, and they use standardised tools like the Cognitive Style Inventory, the Kirton Adaptation Inventory, and the Learning Styles Inventory to gather data. The data is analyzed through mean, standard deviation, t-test, ANOVA, correlation methods and chi-square. The results indicated that the cognitive styles play an important role in the learning effect of students. Also it indicated that the students who achieved more academic achievement; they tend to be field independent in comparison to those who are less successful in their studies. Some researchers also found that the males who have systematic cognitive styles of high stress levels – they can manage stress level as compared to female. In nutshell those who have high cognitive styles are always good in achievement, stress levels, streams etc. etc. and they fall under independent field learners styles.

THE RELATIONSHIP BETWEEN CELEBRITY WORSHIP TO STREET TEENAGERS' SELF-IDENTITY IN SIDOARJO REGENCY AND MALANG CITY, EAST JAVA

Background: Adolescence is a phase that must be passed through physical, mental, emotional and social changes. In this phase, adolescents begin to have a developmental task, namely self-identity. Adolescents with good self-identity will achieve developmental tasks well, while adolescents with low self-identity may experience identity confusion which results in deviant behaviors. Self-identity is influenced by several factors, one of which is the celebrity worship factor.
 
 Objectives: In this study with street children as respondents. Where researchers want to know the relationship celebrity worship to street youth self-identity.
 
 Methods: Used is descriptive with a cross sectional approach. With the number of respondents as many as 130 respondents. By using purposive sampling technique. The measurement tools used are the Celebrity Attitude Scale for the variable (celebrity worship) and the Identity Style Inventory for the Self-Identity variable.
 
 Results: Bivariate analysis with Spearman rho celebrity worship (p value = 0.027, r = 0.194).
 
 Conclusion: There is a relationship between celebrity worship and self-identity among street children in Sidoarjo Regency and Malang City, East Java

Exploring the Relationship Between Mathematics Performance and Learn-ing Style Among Grade 8 Students

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.

Perceived hypocrisy and deconversion in adolescents. The mediating role of irrational beliefs and identity styles

ABSTRACT Deconversion is a biographical change in which one goes from claiming adherence to a religion to departing from it. A meaning system model can help us understand the processes through which deconversion occurs. Drawing on that framework, we explored how perceiving hypocrisy in one’s religious setting influences adolescent deconversion. Irrational beliefs and identity styles of adolescents were examined as potential mediators of this relationship. In total, 369 Polish secondary school students participated in the research (65.8% female). Their mean age was 16.92 years (SD = 1.08; range = 15–19). They completed the Adolescent Deconversion Scale, Perceived Religious Hypocrisy Scale, short form of the Attitudes and Belief Scale-2, and the Identity Style Inventory. The results demonstrated that the perception of religious hypocrisy was positively related to deconversion. Moreover, the adolescents’ identity styles and propensity towards irrational beliefs partially and serially mediated the relationship between perceiving religious hypocrisy and deconverting. The results suggest that adolescents’ deconversion is related to their perception of the hypocrisy of other religious people. The theoretical and practical implications of this research are discussed.

A STUDY OF INFLUENCE OF LEARNING STYLES ON THE EXAMINATION ANXIETY OF SENIOR SECONDARY SCHOOL STUDENTS OF BHOPAL CITY

This study aims to examine the influence of learning styles on the examination anxiety of senior secondary school students. A random selection of 502 senior secondary school students were done from Bhopal city. Style Inventory (LSI–MK) Hindi/English by P K. S. Misra. Student's Examination Anxiety Test (SEAT–AK) Hindi/English Dr. Madhu Agrawal and Miss Varsha Kaushal was used to find the relationship. The findings revealed that there is significant influence of learning styles both category 1 and category 2 on the level of examination anxiety of senior secondary school students.

Pedagogical Exemplars for Mathematics Across Learning Styles

This study investigated the effectiveness of different pedagogical exemplars for teaching mathematics across various learning styles using multimedia technology. The study utilized a quasi-experimental design. The experimental group received the intervention through an interactive computer presentation program, while the control group used the standard dialogue and discussion techniques. The study used survey questionnaires adapted from BARSCH's Learning Style Inventory and self-made pre-and post-tests to measure students' learning and engagement. The research findings revealed that students with different learning styles benefited differently from multimedia-assisted instruction, suggesting the importance of considering individual differences in instructional design. The use of multimedia technology in teaching mathematics facilitates the learning process of students with different learning styles. The results of this study also support the importance of using statistical analysis to evaluate the effectiveness of educational interventions and to inform evidence-based decision-making in education. This study identified the most effective pedagogical exemplars for each learning style and highlighted the benefits of interactive media teaching mathematics. These findings suggest that teaching methods that align with students' learning styles can improve academic performance

Cross-Cultural Differences in Driving Styles: A Moderated Mediation Analysis Linking Forgivingness, Emotion Regulation Difficulties, and Driving Styles

Although various factors contributing to driving styles have been studied in recent decades, cultural differences have received little attention. Both emotion regulation difficulties and trait forgivingness have been found to be associated with driving styles, but the role of culture in these associations has not been yet explored. The current study seeks to understand the mediating role of emotion regulation difficulties in the association between trait forgivingness and driving styles and whether this relationship differs in different cultures. To this end, a moderated mediation model was developed and tested among 823 drivers from Israel (n = 287), Turkey (n = 329), and the USA (n = 207). The participants completed the Forgivingness Scale, Multidimensional Driving Style Inventory (MDSI), Difficulties in Emotion Regulation Scale, and background details. The moderated mediation analysis was conducted using model 59 in the PROCESS macro developed by Hayes and Preacher (2013). The results show significant differences in all driving styles between the study groups. In addition, the mediation model for the angry and hostile and the reckless and careless driving styles was found to apply only to certain countries. The study highlights cultural differences and their importance in understanding the association between emotional processes and driving styles and the need to design culturally sensitive interventions.

The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study

BackgroundA functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students’ experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.MethodsA longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.ResultsOur findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients’ outcome and working environment.ConclusionThe students’ attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

MALE AND FEMALE CONSUMER DECISION-MAKING STYLES

Gender plays a significant role in influencing an individual's purchasing decisions all the time in Bangladesh, as it does in virtually every other culture or region. This study was carried out with the intention of determining whether male or female decision-making styles differ in any way. The Consumer Style Inventory (CSI) approaches were used to set the questionnaire in order to collect data from 133 people in Chattogram, Bangladesh. With its 37 items and eight factors, the CSI has been used to identify consumer decision-making styles. The data have been analyzed, and it has been determined that there is no significant difference between male and female decision-making styles. Due to the fact that this study focuses solely on the city of Chattogram, additional culturally diverse cities or nations can be included in future studies.

Characterizing Young Consumer Online Shopping Style: Indonesian Evidence

Young people make up the majority of online shoppers in Indonesia. The objectives of this study are to characterize the consumer decision-making styles of young internet users and to create a profile of their online shopping styles. A quantitative research approach was used to accomplish the research objectives. The primary data for the study were gathered by sending questionnaires via social media to consumers from Generation Z and millennials who buy goods through e-commerce in Indonesia; 400 people responded. The survey questions were based on the consumer style inventory (CSI). Seven characteristics of Indonesian young consumers’ online shopping styles are identified through factor analysis. According to the findings of this study, young consumers have a hedonic online shopping style in which they prefer high-quality products, seek entertainment when shopping, and are impulsive. Young consumers are obsessed with novelty and branded goods. They frequently have difficulty selecting online stores and products, but they are loyal to specific stores and brands. This study fills the gap by providing a more detailed understanding of the online shopping styles, with the implications of considering shopping styles when promoting the products and designing the user interface and user experience of an e-commerce store.

LEARNING STYLES OF TALENTED PRE-SERVICE TEACHERS

The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students’ distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts & Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre-service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style. Keywords: learning styles, learning preference, talented teacher, VARK

Effects of Functions of Thinking Styles on Emotional Intelligence of Students

The aim of the study was to investigate how different thinking styles such as legislative, executive, and judicial affect secondary school students' emotional intelligence. 60 male and 60 female students between the ages of 16 and 18 involved as sample of the study. Students were given the Sternberg and Wagner Thinking Styles Inventory and the Mangal and Mangal Emotional Intelligence Scale. To determine the relevance of the study's hypotheses, M, SD, and the "t" value were calculated from the data that had been collected. The findings showed that thinking patterns have a considerable impact on emotional intelligence. In addition to this gender disparity, students have demonstrated considerable variations in emotional intelligence.

Stres Akademik dan Mekanisme Koping Mahasiswa pada Masa Pandemi Covid-19

Background: The Covid-19 pandemic has an impact on learning patterns so that it requires students to adapt to this situation. The stressor is felt more by first year students because they have to make adjustments to a different academic environment while in high school. Objective: The aim of the research is to describe the academic stress and coping mechanisms of health fakulty students. Method:This study uses a quantitative descriptive research design. The research population was health fakulty Unsoed students. Samples were selected using Stratified Random Sampling techniqueand obtained respondents a number of 269 respondents. This research uses academic stress inventory questionnaire and stress coping style inventory. Data analysis was performed univariately. Result: Characteristics of the majority of respondents were women (77.3%), aged 18 years and came from the nursing department (24.5%). The highest frequency of academic stress experienced by students is teachers stress (188), results stress (210), tests stress (218), studying in group stress (167), peer stress (126), time management stress (126), self - inflicte stress (154). As for the application of coping mechanisms, the majority of respondents applied active emotional coping, 177 respondents (65.8%). The highest score on the academic stress questionnaire is found in the 15th item, namely 125 (46.5%) respondents. Conclusion: The majority of students apply active emotional coping in dealing with academic stress. It is better if the application of coping mechanisms to students is not only aimed at calming down, but also being able to solve existing problems

The Influence of Thinking Styles and Learning Styles on Student Learning Achievement

Thinking styles and learning styles are a person's unique identity in the learning process in order to achieve learning outcomes, one of which is learning achievement. This study aims to see the effect of thinking and learning styles on learning achievement in Islamic education at a private Islamic university in North Sumatra. The method used is quantitative. There are 2739 students as a population and 438 students as a sample. The instrument uses a Likert scale. The thinking style scale was adapted from Sternberg; namely, thinking style and student learning style variables will be measured using the Grasha Learning Style Inventory. The results showed that there was an influence of thinking styles and learning styles on learning achievement in Islamic Education at a private Islamic university in North Sumatra. There is a contribution between the dominant thinking style on student achievement (F = 29,393, p = .000) with an effect of 32.4%. There is a significant contribution from the dominant learning style to student achievement in Islamic education (F = 36,500, p = .000), with a contribution of 20.2%.

An Investigation of Educational Leader’s Personality Style Inventory in K12 and Higher Education Levels

This research investigates the utilization of the Personality Style Inventory within educational leadership, examining its application among two distinct tiers of leaders: K-12 and higher education, encompassing American and Chinese educational contexts. By analyzing and contrasting personality types across these diverse leadership levels, the study uncovers variances in personal characteristics among leaders. Furthermore, it aims to elucidate how the implementation of the Personality Style Inventory can enhance and inform leadership practices within these educational domains.

The Comparison of Metacognitive Group Intervention and Group Acceptance-Based Behavioral Therapy on Competitive Aggression of Anxious Professional Soccer Athletes in Tehran

The aim of present study was comparison of metacognitive group intervention and group acceptance based behavioral therapy on competitive aggression of anxious professional soccer players in U-19 league in Tehran. Participants in this study were 60 professional soccer players who were occupied in professional soccer leagues in Tehran. These participants were entered into the assessment stage and after obtaining informed consent, they randomly assigned in one of the three experiment groups MCT MAC, WL. The participants completed the Sport Aggression Styles Inventory in pre-test, post-test and 3 months follow-up stages. The results of present study demonstrate that MCT and MAC can make some changes in aggression styles of anxious soccer players. MCT have been affecting on passive-aggressive and somatic aggression styles. In addition, MAC have been affecting on sadistic and masochistic aggression styles. According to these findings, it would ensure that soccer players affected by anxiety and aggression-related problems get the opportunity to gain advantages from such third wave’s interventions.