thinking styles

This research has been designed and implemented with the aim of determining the arbitrariness of thinking styles with creativity, orientation Tendency to innovation and academic motivation in students. The research method was descriptive-correlational and the sample consisted of 309 undergraduate students in the department of Islamic Azad University, Kermanshah, which was selected by stratified random sampling method. They are in this research, we used the Sternberg-Wagner thinking styles questionnaire to determine the style of thinking and also to assess the creativity of Randsip's standardized questionnaire. To determine the tendency for innovation, a researcher-made questionnaire with Likert's comparison and also to assess the degree of academic motivation The standard questionnaire (Valerand) has been used. The collected data were analyzed using descriptive statistical methods including mean, mean, faces, variance, standard deviation, tables and graphs of inferential statistics including multivariate regression. The results of the research show that there is a significant relationship between the modes of thinking, external, exequatur, legislator, individualist, jirgas, conservative, informal, conservative, there is no positive and significant relationship between creativity and open mindedness of secretary, internal, general, and versatility. There is also a positive and significant relationship between all styles of thinking with tendency to innovation. With educational motivation, there was a significant relationship between general and supportive thinking styles, while in other styles there was no meaningful relationship with academic motivation. Based on this, it is suggested to guide and encourage students to pay attention Creativity and innovation, as well as academic motivation in universities and educational institutions, should be designed and implemented in accordance with the type and style of thinking of students. Also, the creativity of innovation and motivation for exploitation in the environments based on these components is maximized.

Purpose: The purpose of this research was to investigate the relationship between thinking styles functions and learning styles with the rate of test anxiety of students. Material & Method: Method of research was correlation. Statistical population was the high school students (male& female) in Arak city. According to the multistage cluster random sampling, first, the dual areas of education Arak city was selected by one area of education, then 400 students (200 female & 200 male) completed the Kolb Learning Styles Inventory (1991) and Sternberg-Wagner thinking Styles Inventory (1992). Data were analyzed using descriptive findings Including mean, standard deviation and frequency distribution and also were analyzed using Pearson correlation coefficient and one-way Anova. Findings: findings indicated significant relationship between the executive and judicial thinking styles and also legal thinking style with students' test anxiety. The results showed that assimilate learning style than most other styles have been less test anxiety. Discussion: students who follow thinking and learning styles which best fits to their personality characteristic experience less test anxiety.

Purpose: The purpose of this study was to design and test the structural model of the effects of life experiences, personality traits and thinking styles on the success of teachers with the mediation of job interests. Methodology: In order to achieve this goal, 234 teachers were selected using a cluster sampling method among high school teachers in Bojnourd city as the sample of this study. At first, their success rate was assessed by managers and students through a researcher-made questionnaire. Then Sternberg-Wagner Stress Thinking Styles Questionnaire, Five Factor Questionnaire, Short Form Personality Traits, Job Awareness Questionnaire and Researcher-made Life-Exercise Questionnaire were completed by the teachers. At first, the descriptive characteristics of the data from the research sample were examined. In the next step, based on the path analysis method, the research model was extracted based on the relationships between the variables and finally, the fit of the extracted model with the experimental data was evaluated using the structural equation modeling method. Findings: The results indicated that the personality traits of psychosis, extroversion and direct consistency, and personality trait of conscientiousness indirectly through external job interests, have a significant effect on the prediction of teachers' professional success. Also, Kurds of thinking styles, cognitive thinking, forms of thinking styles, group thinking, levels of thinking styles, holistic thinking, and the domains of thinking styles, external thinking, and the forms of thinking, thinking, and marital styles are also Both indirectly and indirectly through interpersonal and interpersonal interests, and the work of thinking styles, peer-to-peer, indirectly through external job interests, coefficients have a significant effect on the prediction of the professional success of teachers. Conclusion: successful teachers include content knowledge, teaching skills, classroom management, communication skills and motivation, creativity development, interaction power.

Faculty members are of the main components of the higher education system and universities with a significant role in educating entrepreneurs. The purpose of this study was to examine the relationship between thinking styles and entrepreneurship characteristics of faculty members of distance learning. The study was descriptive-correlational considering the method and applied in terms of purpose. The population was all faculty members (contractors, covenants, formal and adjunct professors) of distant learning universities in West Azarbaijan, teaching at the university in the first semester of 2012-2013, who were 2000 people. From among the population, 270 subjects were selected as the sample by cluster sampling. The data was collected using two standard questionnaires. One questionnaire was related to thinking styles with Cronbach's alpha of 0.87 and the other one was related to entrepreneurship characteristics with Cronbach's alpha of 0.89. Data were analyzed using SPSS, Pearson correlation, and multivariate regression analysis. The results suggested that pragmatic thinking positively and realistic thinking negatively are related to entrepreneurial characteristics, and other thinking styles have no significant relationship with entrepreneurial characteristics. Moreover, the findings showed that realism and pragmatism have a larger share in explaining the entrepreneurial characteristics of faculty members in the distance education system. Accordingly, it is suggested that the thinking styles of the faculty members be considered while recruiting them.