ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Azizi Nejad   B. (* )
Ghaffar Shoja   N. (1 )
Heydari Bisafar   H. (2 )
Jenaabadi   H. (3 )






(* ) Educational Sciences Department, Human Sciences Faculty, Tehran Branch, Payame Noor University, Tehran, Iran
(1 ) Educational Sciences Department, Human Sciences Faculty, Saveh Branch, Islamic Azad University, Saveh, Iran
(2 ) Management Department, Human Sciences Faculty, Urmia Branch, Islamic Azad University, Urmia, Iran
(3 ) Educational Sciences Department, Education and Psychology Faculty, Sistan and Balochestan University, Zahedan, Iran

Correspondence


Article History

Received:   October  18, 2014
Accepted:   November 12, 2014
ePublished:   March 15, 2015

ABSTRACT

Aims Teachers as one of the most important and most influential people in students’ life and they have an important effect on their personal and social life. Social adjustment as an important indicator of mental health is an issues which has attracted the attention of many researchers in recent decades. The aime of this study was to investigate the relationship between students' learning styles faculty members and social adjustment.
Materials & Methods This descriptive-correlational study was done in 2014. The study population consisted of all first-year students and faculty of the Urmia Medical University. 220 faculty and 350 students were selected using Cochran formula and random sampling. Data collected by Grasha teaching styles standard questionnaires and California psychological tests. Data were analyzed using Pearson correlation and analysis of variance.
Findings There was a significant correlation between specialty-oriented (p=0.042; r=0.15), authoritarian (p=0.02; r=0.14), model-oriented (p=0.17; r=0.03) and facilitates styles (p=0.032; r=0.21) with students' social adjustment, but sthere was no significant correlation between selected style with social adjustment (p=0.23; r=-0.18). No significant relationship was observed between educational degree (p=0.274) and work experience (p=0.583) of faculty members with teaching methods.
Conclusion Specialty-oriented, authoritarian, model-oriented, and facilitates teaching styles are associated with students' social adjustment no relationship is observed between the selected teaching style with students' social adjustment.


CITATION LINKS

[1]Kulinna PH, Cothran DJ. Physical education teachers’ self-reported use and perceptions of various teaching styles. Learn Instruct. 2003; 3(6):597-609.
[2]Bishka A. Learning styles fray: Brilliant or batty?. Can Learn J. 2010;14(2):37.
[3]Ahadi B, Mirzaee P, Narimani M, Abolghasemi A. The effect of training social problem-solving strategies on social adjustment and academic performance among secondary shy students. Res Exept Child. 2010;9(3):193-202. [Persian]
[4]Bourgeois JA, Ton H, Onate J, McCarthy T, Stevenson FT, Servis ME, et al. The doctoring curriculum at the University of California, Davis School Of Medicine: Leadership and participant roles for psychiatry faculty. Acad Psychiatry. 2008;32(3):249-54.
[5]Hanson J. Encouraging lecturers to engage with new technologies in learning and teaching in a vocational university: The role of recognition reward. J High Educ Manag Policy. 2003;15(3):135-49.
[6]Grasha AF. Teaching with style: A practical guide to enhancing learning by understanding teaching & learning styles. Pittsburgh: Alliance Publishers; 1996.
[7]Evans C, Waring M. Towards inclusive teacher education: Sensitising individuals to how they learn. Educ Psychol. 2006;26(4):499-518.
[8]Grasha, AF. A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teach. 1994;42(4):142-9.
[9]Hall E, Moseley D. Is there a role for learning styles in personalised education and training?. Int J Lifelong Educ. 2005,24(3):243-55.
[10]Grasha AF. The dynamics of one-on-one teaching. College Teach. 2003;50(4):122-46.
[11]Zapalska A, Dabb H. Learning styles. J Teach Int Bus. 2002;13(3-4):77-97.
[12]Werth EP, Werth L. Effective training for millennial student. Adult Learn. 2011;22(3):12-9.
[13]Gray R, Vitak J, Easton EW, Ellison NB. Examining social adjustment to college in the age of social media: Factors influencing successful transitions and persistence. Comput Educ. 2013;67:193-207.
[14]Layne L. Defining effective teaching. J Excellence College Teach. 2012;23(1):43-68.
[15]Khandaghi, Maghsood Amin, Farasatb Maryam. (2011) The effect of teacher's teaching style on students' adjustment. Proc Soc Behav Sci. 2011;15:1391-4.
[16]Freeman GG, Walsh PD. You can lead students to the classroom and you can make them think: Ten brain-based strategies for college teaching and learning success. J Excellence College Teach. 2013;24(3):99-120.
[17]Hsieh SW, Jang YR, Hwang GJ, Chen NS. Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Comput Educ. 2011;57(1):1194-201.
[18]Zhang LF. Do personality traits make a difference in teaching styles among Chinese high school teachers?. Pers Individ Differ. 2007;43(4):669-79.
[19]Tunde OT. Towards inclusion: The trends of psycho-social adjustment of students in Nigerian integrated junior secondary schools. Proc Soc Behav Sci. 2010;5:1146-50.
[20]Bibace R, Catlin RJ, Quirk ME, Beattie KA, Slabaugh RC. Teaching styles in the faculty-resident relationship. J Fam Pract. 1981;13(6):895-900.
[21]Lauria, J.,Differentiation through learning- style responsive strategies. Kappa Delta Pi Record,2011, 47(1), 24-29.
[22]Mahmoudi Sahebi M, Nasri S, Golinia Golzam H. Study the index of evaluation of teachers teaching with stress on engineering instruction. Educ Tech. 2014;7(4):315-24.
[23]Abolgasemi A, Asadi Mogadam A, Najarian B, Shekarkan H. Build of instrument for assessment of anxiety of test. Educ Sci Psychol J. 1990,3(3):61-74.
[24]Opdenakker MC, Van Damme J. Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teach Teach Educ. 2006;22(1):1-21.
[25]Pashler H, McDaniel Rohrer D, Bjork R. Learning styles: Concepts and evidence. Psychol Sci Pub Interest. 2009;9(3):105-19.