THE ROLE OF SOCIO – ECONOMIC STATUS, LEARNING APPROACHES AND THINKING STYLES ON UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT: INTRODUCING CAUSAL MODELS

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SHOKRI O.; KADIVAR P.; FARZAD VALI ELAH; SANGARI A.A.; ZEYNABADI H.R.; GHANAEI Z.

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Journal: PSYCHOLOGICAL STUDIES Year:2007 | Volume:2 | Issue:3-4 Page(s): 139-160

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Title

THE ROLE OF SOCIO – ECONOMIC STATUS, LEARNING APPROACHES AND THINKING STYLES ON UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT: INTRODUCING CAUSAL MODELS

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Keywords

SOCIO ECONOMIC STATUSQ3

LEARNING APPROACHESQ3

THINKING STYLESQ3

ACADEMIC ACHIEVEMENTQ2

Abstract

The aim of this study is to examine the role of socio - economic status, LEARNING APPROACHES and THINKING STYLES in university students' ACADEMIC ACHIEVEMENT. 419 subjects (214 male and 205 female) participated in the study. The participants responded to the study process questionnaire, THINKING STYLES inventory and provided a range of socio -economic status indicators. Using path analysis, the direct and indirect effects of SOC10-econonuc status on LEARNING APPROACHES (deep and surface approaches), THINKING STYLES (function, form, level, scope and leaning dimensions) and ACADEMIC ACHIEVEMENT were tested. The results obtained demonstrated that socio - economic status has a significant positive effect on deep learning approach and has significant negative effect on surface learning approach. Also, the results indicated that socioeconomic status has a significant positive effect on legislative, judicial, global, hierarchical and liberal THINKING STYLES and a significant negative effect on executive, local and conservative THINKING STYLES. The indirect effect of socio -economic status on ACADEMIC ACHIEVEMENT through deep learning approach and legislative, judicial, global, hierarchical and liberal THINKING STYLES was significant and positive, while the indirect effect of socio - economic status on ACADEMIC ACHIEVEMENT through surface learning approach and executive, local and conservative THINKING STYLES was significant and negative. In general, the results of this research demonstrate that paying attention to the role of socio - economic status, LEARNING APPROACHES and THINKING STYLES in university students' ACADEMIC ACHIEVEMENT is crucial. Implications of these findings for teachers are delineated.

Cites

THE STUDY OF CONFIRMATORY FACTOR ANALYSIS AND INTERNAL CONSISTENCY OF THE GENERAL THINKING STYLES INVENTORY (SHORT VERSION) IN UNIVERSITY STUDENTS

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APA: Copy

SHOKRI, O., KADIVAR, P., FARZAD, VALI ELAH, SANGARI, A.A., ZEYNABADI, H.R., & GHANAEI, Z.. (2007). THE ROLE OF SOCIO – ECONOMIC STATUS, LEARNING APPROACHES AND THINKING STYLES ON UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT: INTRODUCING CAUSAL MODELS. PSYCHOLOGICAL STUDIES, 2(3-4), 139-160. SID. https://sid.ir/paper/67602/en

Vancouver: Copy

SHOKRI O., KADIVAR P., FARZAD VALI ELAH, SANGARI A.A., ZEYNABADI H.R., GHANAEI Z.. THE ROLE OF SOCIO – ECONOMIC STATUS, LEARNING APPROACHES AND THINKING STYLES ON UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT: INTRODUCING CAUSAL MODELS. PSYCHOLOGICAL STUDIES[Internet]. 2007;2(3-4):139-160. Available from: https://sid.ir/paper/67602/en

IEEE: Copy

O. SHOKRI, P. KADIVAR, VALI ELAH FARZAD, A.A. SANGARI, H.R. ZEYNABADI, and Z. GHANAEI, “THE ROLE OF SOCIO – ECONOMIC STATUS, LEARNING APPROACHES AND THINKING STYLES ON UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT: INTRODUCING CAUSAL MODELS,” PSYCHOLOGICAL STUDIES, vol. 2, no. 3-4, pp. 139–160, 2007, [Online]. Available: https://sid.ir/paper/67602/en

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