thinking style

One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

Introduction: Islamic banking is a type of banking or banking activity that is consistent with the rules of Islam and naturally emphasizes moral issues. The purpose of this study is to examine the ideals of professional ethics in Islamic banking in Iran. Material & Methods: According to the purpose of the present research, it is an applied research type and according to the method of data collection, it is a non-experimental research type of correlation research and structural equation modeling. The statistical population included the managers of the Agricultural Bank, who were selected by a complete sampling of 430 people. The instrument was a questionnaire. Finally, the data were analyzed by structural equation method. Results: The results show that there is a significant and positive relationship between the two dimensions of organizational structure and the ideas of professional ethics, as well as between the legal, public, free and royal thinking styles of managers and the ideas of professional ethics. While there is a significant and negative relationship between conservative thinking style and ideals of professional ethics. Conclusion: The presence of moral values in the banking industry means the elimination of all criminal operations including fraud, bribery and corruption, and it is undoubtedly influenced by the thinking styles of employees and managers and organizational variables.

Introduction: Academic enthusiasm is one of the concepts of positive psychology in educational processes, which can increase under the influence of perceived educational ethics, thinking style and academic engagement. The present study was conducted with the aim of investigating the relationship between perceived educational ethics and thinking styles with students' academic enthusiasm, considering the mediating role of academic conflict. Material and Methods: The research method was descriptive correlation type with structural modeling approach. The statistical population included all the students of the fourth experimental high school of public schools in the center of Maysan city in the academic year 2023-2024 in the number of 1952 people, using Cochran's formula, 281 of them were selected by stratified random sampling. To collect research data, four standard questionnaires of perceived educational ethics, thinking style, academic engagement and academic enthusiasm were used. The face and content validity of the questionnaire was confirmed by experts and confirmed through factor analysis. The reliability of the instrument was confirmed using Cronbach's alpha coefficient. Data analysis was done using Pearson's correlation coefficient analysis and structural equation model in SPSS and Lisrel statistical software. Results: The results showed that the relationship between perceived educational ethics and thinking styles with academic enthusiasm is positive and significant. Also, the results showed that the mediating role of academic engagement in the relationship between perceived educational ethics and thinking styles with academic enthusiasm is positive and significant. Conclusion: Based on the results, it is possible to use the perceived educational ethics, thinking style and academic engagement in students to increase academic enthusiasm.