Literaturnachweis - Detailanzeige
| Autor/inn/en | Stankovska, Gordana; Braha, Ruvejda; Grncharovska, Svetlana Pandiloska |
|---|---|
| Institution | Bulgarian Comparative Education Society (BCES) |
| Titel | Relationship between Optimism-Pessimism, Learning Style and Teaching Style among Medical Students [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (18th, Online, Jun 2020). |
| Quelle | (2020), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Correlation; Positive Attitudes; Negative Attitudes; Cognitive Style; Teaching Styles; Teacher Role; Medical Students; Preferences; Gender Differences; Foreign Countries; Psychological Patterns; Macedonia |
| Abstract | Each person is born with a certain ability towards particular learning styles, which demonstrates that people learn in different ways. Styles influence the way students learn, the way teachers teach, and the way they interact. Thus, the main aim of our paper was to introduce the relationship between optimism-pessimism and teaching and learning styles among medical students. The Grasha-Reichmann Student Learning Styles Scale (GR-SLSS), Grasha's Teaching Style Inventory (TSI) and Children's Attributional Style Questionnaire (CASQ) were administered to a sample of 160 medical university students. The results demonstrated that among the teaching styles, facilitator, delegator and expert were the teaching styles most preferred by students. Based on the results, the dominant learning style of students in general was the collaborative, competitive and participatory style. At the same time, there was a significant positive relationship between optimism and student-centered teaching styles (facilitator and delegator), while pessimism was highly correlated with teacher-centered styles (expert, formal authority and personal model). Also, we found a significant positive relationship between optimism and the collaborative, competitive, independent and participatory learning style. On the other hand, pessimistic students tend to choose the dependent and avoidant learning style. More than half of male and female students preferred the collaborative, competitive and participatory learning style and the delegator, facilitator and expert teaching style. Overall, the research findings have successfully shown the relationship between a learning style, a teaching style and optimism-pessimism among medical students. The learning and teaching style together with the dichotomy optimism-pessimism are a significant factor for the teaching-learning process. (As Provided). |
| Anmerkungen | Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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