کارشناس ارشد دانشگاه شهید بهشتی
عنوان مقاله [English]
The main prupose of this study was to investigate the relationship between learning styles, self-efficacy beliefs and academic fields in high school students. In this research, we have been seeking to find whether there is significant relationship between the element of study field and learning style, between the elements of self-efficacy belief and field of study, and the elements of gender and self-efficacy. Self-efficacy consists of the beliefs a person has toward his abilities in order to organize the phenomenon to reach his desired state with suitable behavior and act (Mortazavi, 2005).
Studies indicated that the amount of self-efficacy beliefs is differing based on the people’s age and gender. And self-efficacy belief increases with the increase in age in both genders and it is higher in men (Tuckman, and others 1987). Learning styles refer to beliefs and behaviors that people use to help them in learning in a specific situation (Hohen, 1999). The studies about learning styles have indicated that the various learning styles differ with gender, academic field and education level (Philibin and others 1995), (Hicksoen and Baltimore 1996). (Hhsseini Largani 1998), (Miransari 1999).
The sample group in this study includes 399 female and male students that were selected form students of Boldaji schools in 2004-2005 academic year.
In order to evaluate learning methods we administered Cobs learning style inventory (1985) and to evaluate self-efficacy beliefs, Bandores self-efficacy beliefs inventory were used.
The result indicates that the students of mathematics-physics field have the divergent learning style, the students of empirical sciences field have assimilate learning style, and students of human sciences field have accommodate learning style. The students of mathmatics-physics field have the highest self-efficacy compared to others. Significance was not seen between learning methods and self-efficacy belief and female students are in a higher level compared to male students in self-efficacy beliefs.
In order to increase self-efficacy we suggest the use of a successful student model, verbal persuasion, and mastery experiences and the providing of suitable conditions for gaining successful experience.