Style Inventory Research Articles

The differences in hazard response time and driving styles of violation-involved and violation-free taxi drivers

The present study aimed to investigate the relationships between taxi drivers’ traffic violations in past driving and two domains: driving skill (hazard perception skill) and driving style. Five hundred and fifty taxi drivers aged 25 – 59 were recruited to finish a video-based hazard perception test and the Chinese version of the Multidimensional Driving Style Inventory (MDSI). The relationships between hazard response time, driving style and traffic violations were examined, and the differences in hazard response times and driving styles of violation-involved drivers (n = 220) and violation-free drivers (n = 330) were compared. The results showed that taxi drivers’ traffic violations are closely related to their driving styles and hazard response time. Violation-involved drivers scored significantly higher in hazard response time and maladaptive driving styles (i.e., anxious, risky and angry styles) and lower in careful driving style than violation-free drivers. More importantly, drivers’ hazard response time and driving styles can effectively predict their violation involvement in the last 12 months with an overall classification accuracy of 66.4%. The findings provide evidence for the usefulness of video-based hazard perception tests and the MDSI in taxi driver testing and training.

Determination of Learning Styles among Nursing Students

Nursing education furnishes students with the learning qualities required for their profession and also makesstudents lifelong learners. Aim of the study was to evaluate the learning styles among nursing students. Aquantitative approach with descriptive design was applied. A total of 122 students were recruited by purposivesampling from two nursing colleges, selected by convenient sampling. In addition, tools used for the studywere structured questionnaire for sample characteristics and Kolb’s Learning Style Inventory. Learningstyles were assessed after collecting baseline data. Results indicated that the most preferred learning stylewas turned out to be Accommodator (35%). Findings concluded that there is a diversity of learning stylesamong nursing students as the students were having all the types of learning styles.

Analysis of David Kolb's Learning Style According to Mathematical Representation Ability

The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills.
 Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

Preferred Learning Styles of Accounting Major Students

The general objective of this research is to determine the learning style of accounting major students of a university in Central Luzon, Philippines, and the corresponding teaching strategy for the identified learning style. By conducting a cross-sectional descriptive research design on learning styles among three hundred fifty-three (353) accounting major students, the combination of learning styles that best describe the accounting major students using Kolb Learning Style Inventory Model is said to be ‘reflector’ style using the diverging strategies which are watching and feeling, following a combination of concrete experiences and reflective observation. The proposed teaching strategies will aid teachers in adjusting their teaching methods that suited for the learning style of accounting major students versus the current teaching methods being received by accounting students today.

Effectiveness of Identity-based Psychodrama Educational-therapeutic Program on Identity Styles and Neuroticism

Background: Neuroticism is one of the serious mental health problems of people. No study has been conducted on the impact of identity issues in the treatment of neurotic people. Objectives: This study aims to formulate, design, and investigate the effect of identity-based psychodrama educational program on identity styles and neuroticism. Materials & Methods: This research was a quasi-experimental study with a pre-test, post-test design using a control group. The study participants were 40 people aged 15-30 years referred to Pendare Nik Counseling Center in Najafabad City, Isfahan Province, Iran, in 2020. They were selected using a convenience sampling method and randomly assigned into the intervention (n=20) and control (n=20) groups. The data collection instruments were Berzonsky Identity Style Inventory (1992) and McCrae and Costa 5-factor inventory (1992). A Researcher-made Identity-Based Psychodrama Program (2020) was used for the intervention. The collected data were analyzed using ANCOVA in SPSS v. 23. Results: The educational-therapeutic program significantly affected identity styles and neuroticism (P<0.001). It significantly reduced the neuroticism level of people in the intervention group (F=200.71, η2=0.84). Conclusion: The identity-based psychodrama program reduced diffuse-avoidant, normative, and informational identity styles and neuroticism and promoted the achieved identity style.

The Common Thinking Styles Based on the Mental Self-Government Theory Among Saudi University Students According to Gender, Academic Achievement and Extracurricular Activities

This study aimed to investigate the common thinking styles based on Sternberg’s mental self-government theory among students of the Imam Abdulrahman Bin Faisal University, Saudi Arabia, according to gender, academic achievement, and extracurricular activities. The descriptive approach was suitable for achieving the study’s objectives. The study sample consisted of 515 students (257 males, 258 females). The researchers developed an Arabic version of the Thinking Styles Inventory. The results showed that the most common thinking style among students is legislative, followed by the hierarchic, judicial, and external styles to high degrees, while the oligarchic, internal, conservative, and anarchic styles were less common at moderate degrees. The legislative style was more prevalent among female students than male students. Students with acceptable academic achievements most used legislative and executive thinking styles, while students with excellent achievements most used the judicial style. The results indicate that students with strong participation in extracurricular activities most commonly use legislative and judicial thinking styles. The study recommends paying more attention to the thinking styles of a new generation of individuals (males and females), who have creative potential, and increasing consideration of extracurricular activities due to their importance in shaping the students’ personalities and meeting their interests and needs.

AN INVESTIGATION ON THE LEARNING STYLES OF B.ED. TRAINEES

The present study is an attempt to find the preferred Learning Styles of B.Ed. Trainees and its effect on a set of independent variables based on Gender, Educational Qualifications, Type of Institutions and their Medium of Study. To achieve this aim, the researcher has adopted survey method. The tool used for the data collection was Learning Styles Inventory developed by Dr. Karuna Shankar Misra (2012). Tool was administered to 230 B.Ed. Trainees drawn randomly from three B.Ed. colleges of Patna.The findings indicated that Verbal Constructive Learning Style was found to be more prevalent Learning Style among B.Ed. Trainees. Furthermore, the results show that there is no significant difference between Learning Styles and its dimensions i.e.Enactive Reproducing, Enactive Constructive, Figural Reproducing, Figural Constructive, Verbal Reproducing and Verbal Constructive Learning Styles on the basis of their Gender, Type of Institutions and Medium of Study. Another major finding is that, there is a significant difference between Graduate and Post-Graduate B.Ed. Trainees in their Learning Styles and its dimensions i.e. Figural Reproducing and Figural Constructive Learning Styles. This information is quite useful to the teachers as by understanding the preference of the students for different Learning Styles would aid them in aligning the course delivery in conjunction with students preferred Learning Styles.

Translation and Adaptation of Identity Style Inventory for Pakistani Adolescents

The present study was aimed to translate and adapt the Revised Identity Style Inventory (ISI-5) developed by Berzonsky et al. (2013) in an indigenous setting. A sample of 600 adolescents was selected from public and private schools in Punjab. The standard procedure of the back-translation method recommended by Water’s et al. (2006) was used to translate and adapt the Inventory. Exploratory Factor Analysis on the sample of adolescents (n = 350) demonstrated three distinct factors that is, diffuse/avoidant identity style, informational identity style, and normative identity style. Factorial structure elucidated that two items of normative identity style were discarded due to low factor loading whereas one item from normative style was loaded on informational identity style. Confirmatory Factor Analysis on the independent sample of adolescents (n = 250) confirmed this three-factor model with good model fit indices. Alpha reliability coefficients were also computed. Moreover, the factorial structure of the scale is considered as validity index. Limitations and suggestions for further investigations were also discussed.

Reflection of Learning Styles on Students' Anxiety and Learning Levels in Simulation Education: An Obstetrics and Neonatology Nursing Experience.

AIMThis study aimed to investigate whether the learning styles of nursing students affected their anxiety and learning levels during simulation education.METHODThis was a cross-sectional and quasi-experimental study, which included a total of 60 nursing students. The students received simulation education about labor management and first care of newborns. The Learning Styles Inventory III, the Trait Anxiety Scale, and a pretest were used before the simulation education, and the Perceived Learning Scale and a posttest were used after the simulation education to collect data.RESULTSAccording to data from the learning styles inventory, 81.6% of the students had a diverging learning style, 11.7% had an assimilating learning style, and 6.7% had an accommodating learning style. The mean state anxiety score was 49.83 ± 10.59 just before the simulation. The mean pretest score was 51.50 ± 16.96 and the mean posttest score was 54.17 ± 15.22. The perceived learning score was 35.45 ± 5.12. There was a significant difference in anxiety levels in terms of learning styles (p < .005).CONCLUSIONMost of the students in this study had a diverging learning style. Their anxiety levels did not change depending on their learning styles. The pretest/posttest results and perceived learning levels showed that simulation helped to achieve learning in all types of learners.

A Cross-Cultural Study of Rural and Urban Areas to their Learning Styles

The aim of this study was to compare the students’ learning styles of two (2) differing environment, the urban and the rural areas which consists of 206 respondents. The researcher employed standard principles of scientific method of research design-random sampling techniques which were supposed to be unbiased, and reliable. And to establish phenomena, this study used survey, testing method, and in a descriptive research method. A standardized instrumentHoney and Mumford Learning Style based on the works of Kolb’s Learning Style Inventory was used by the researcher.

ACADEMIC STRESS AND COPING STRATEGY IN RELATION TO ACADEMIC ACHIEVEMENT

Stress on students is more common and varied. Therefore, a good coping strategy is needed in order to control stress and increase academic achievement. The purposes of this study are: 1) to describe the level of academic stress and coping strategy; 2) to investigate the effect of the differences of gender, age, marital status, years of study and degrees on academic stress and coping; and 3) to analyze the relationship between academic stress, coping and academic achievement. This research used a quantitative method with a survey approach. The population was 340 Indonesian students in Wuhan, China. The samples of 184 students (73 male and 111 female) were taken with a simple random sampling technique. The instruments used in collecting data are the Scale for Assessment Academic Stress and the Stress Coping Style Inventory. The results showed that academic stress was at a moderate level dominated by cognitive stress indicators. Coping was at a moderate level dominated by active emotional coping. Different demographic factors have a significant effect on academic stress and coping. Intercorrelation shows the relationship between several indicators of academic stress and coping but no significant relationship with academic achievement.

IDENTIFYING PERSONALITY TRAITS & LISTENING STYLE PREFERENCES AMONG OCCUPATIONAL THERAPY UNDERGRADUATE STUDENTS.

Background- Listening play an important role in the functioning of a person. This study investigated listening style preferences among students and also studied if individual personality traits play a role. Objective - To identify Personality traits &amp; Listening style preferences among Occupational therapy undergraduate students. Study Design- A cross sectional study design. Methods-: Written consent from participants was taken. Paper-based version of the Big ve personality test &amp; Listening Style Inventory (LSI) were given to OT UG students (I to IV year) from School of occupational therapy. Personality traits and listening Preference styles of OT students were analyzed. Result – OT students exhibited more passive listening style &amp; Agreeableness type of personality trait. Conclusion – The progress in academic year of the students leads to change in the listening styles preferences and personality traits.

Communication and humanization of care: Effects over burnout on nurses.

BackgroundHealthcare professionals may have certain psychological characteristics which contribute to increasing the quality of their professional performance.ObjectiveStudy the effect that humanization of care and communication have on the burnout syndrome in nursing personal.MethodsThe sample included a total of 330 Spanish nurses. Analytical instruments used were the Health Professional’s Humanization Scale (HUMAS), Communication Styles Inventory Revised (CSI-R) and Brief Burnout Questionnaire Revised (CBB-R).ResultsTwo broad nursing profiles could be differentiated by their level of humanization (those with scores over the mean and those with scores below it in optimistic disposition, openness to sociability, emotional understanding, self-efficacy, and affection), where the largest group had the high scores. A communication repertoire based on verbal aggressiveness impacted indirectly on the effect of humanization on burnout, mainly in the personal impact component. We observed the relation of humanization profiles in nursing staff with the job dissatisfaction and burnout components. Besides that, some communication styles, verbal aggressiveness and questioningness, have an indirect effect on the relationship between humanization profiles and job dissatisfaction.ConclusionsThe results on the relationship between communication styles and burnout, and the mediator effect of communication styles on the relationship between humanization of care and burnout in nursing personnel are discussed.

Teaching leadership to pre-college populations using personal assessment tools.

This article presents a national and international youth leadership program utilizing personal assessments as part of the pedagogy. Using the tenets of experiential learning, the learner's self-awareness heightens their experience as individuals make personal connections with the topic for deeper understanding. In addition to discussing the creation of tools for advancing the understanding and practice of leadership in the context of a specific organization, this article explores the following instruments and assessments: Kolb Learning Styles Inventory, Transformational Leadership Instrument, Path-Goal Leadership Questionnaire, Identity-Who am I? Survey, and Leading from Experience.

The Impact of Socio-Economic Status (SES) on the Iranian EFL Learners’ Identity Processing Styles and Language Achievement (Research Article)

The present study intended to address the impact of the socio-economic status (SES) on the Iranian EFL learners’ language achievement and identity processing styles. To attain this goal, 148 students studying General English were designated on the base of purposive sampling from Yasuj University of Medical Sciences (YUMS). At the first step, questions related to social, cultural, and financial background was asked of 20 participants (sample) by an interview. Then, a the researcher constructed a questionnaire from the information attained from the interview, regarding the factors related to the social, cultural, and financial factors (variables) and was distributed among the population (148 students) of the study. The participants’ English University Entrance Exam Score (Achievement test) scores were obtained from the Education Office of Yasuj University of Medical Sciences. Afterward, Berzonsky’s forty item revised version of the identity style inventory (ISI3) (Berzonsky, 1992) assessed the identity style of each participant. Examination of the results indicated that the structural relationship between the variables of identity processing style and language skills was 0.84 and its standard value was equal to 0.345. This value indicated a positive and average relationship between the two structures. That is, with the change of identity processing style, the language skills of the participants have changed.

The Effect of Educational Game Method on Learning Achievements of Seventh-grade Students with Different Learning Styles

This research aimed to investigate the effect of the educational game method on the learning achievements of seventh-grade students with different learning styles. A case study was used in the research. The study group of the study consisted of 120 secondary school seventh-grade students studying in the central and rural areas of Erzurum. The Kolb Learning Style Inventory and the achievement test developed by the researcher were used as data collection tools. Descriptive statistics, dependent groups t-test, and one-way ANOVA were used in data analysis. As a result of the research, it was determined that the students in this study have the most diverging, least accommodating learning style. It was determined that the educational game method significantly increased learning achievement in all learning styles. It was determined that there was no statistically significant difference among the learning achievements of students with different learning styles applied educational game method. The effects of the educational game method can be evaluated by applying for a longer period of time in teaching different subjects.

A multi-centre study of learning styles of new nursing students.

To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability. Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses. Descriptive, cross-sectional, correlational, multi-site study. The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n=176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory. Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four-stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean=26.22; p=.0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p=.0149). The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies. Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs.

Personality traits and parenting styles in boys victims of sexual abuse: a pilot study

ABSTRACT Objective: We examined the association between personality traits and parenting styles in boys victims of sexual abuse (SA). Methods: Sixty-two (62) boys were divided into two groups: 32 (Victims of SA group, age 11.7±1.28) and 30 non-victims of SA (Comparison group, age 11.6±1.22). All participants completed the Eysenck Personality Questionnaire (EPQ-J) and the Parenting Styles Inventory (PSI). The intelligence quotient (IQ) was also assessed. Results: Both groups did not differ in terms of IQ. In the SA group, men (97%) were the biggest abusers, 85% of the parents were divorced and the father was the biggest aggressor (44%). The SA victims had higher neuroticism (p <0.001) and identified riskier parental practices, while the comparison group reported good parental practices (p<0.05). The results of the logistic regression analysis showed that higher negative paternal parental style scores increase the chance of belonging to the victims group. Discussion: Victims of SA present a higher risk of neuroticism and perception of dysfunctional family dynamics, with seriously reversed social roles. Further studies are needed to investigate the behavioral, cognitive, emotional, personality and parental styles, and the development of psychological intervention programs and other professional practices for victims of SA and their families in various contexts of violence.

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

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.&#x0D; Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

How do gifted students learn? Their learning styles and dispositions towards learning

ABSTRACT Gifted students have unique characteristics and these characteristics influence their learning styles and dispositions towards learning. The purpose of this study is to examine gifted students’ learning styles and to understand how gifted students articulate learning. In this convergent parallel mixed methods study, 106 (n = 106) students attending the third, fourth and fifth grades were selected as participants. The study was carried out with gifted students who are attaining in science and art centres in Turkey. The data was gathered through The Kolb Learning Style Inventory and focus group interviews. Findings of study indicated that the participants were mainly divergers and convergers. Their learning styles did not significantly dependent on their gender, age and school type. In addition, they referred to social interaction, self-discovery, social responsibility and transfer of knowledge as their learning attributes. Their learning motives were inspired by an effective learning environment, interaction and the sense of accomplishment in the learning process. Lastly, they adopted certain learning strategies such as encoding and storage in the learning process.