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Volume 22, Issue 128 (11-2023)
Journal of Psychological Science 2023, 22(128): 1649-1662 |
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Yoordkhani F, mohammadi A, Manavipour D. (2023). Investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles. Journal of Psychological Science. 22(128), 1649-1662. doi:10.52547/JPS.22.128.1649
URL: http://psychologicalscience.ir/article-1-1948-en.html
URL: http://psychologicalscience.ir/article-1-1948-en.html
Assistant Professor, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran. , a.mohammadi@iau-garmsar.ac.ir
Abstract: (611 Views)
Background: Problem solving skills and learning styles are important issues in all age groups. Although the factors affecting it have been investigated in many researches, but investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles has been less investigated.
Aims: This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles.
Method: The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020-2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS-22.
Results: The results showed that the five components of observation, description, action with awareness, non-judgment and non-reaction had an effect on the problem-solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05).
Conclusion: Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving.
Aims: This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles.
Method: The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020-2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS-22.
Results: The results showed that the five components of observation, description, action with awareness, non-judgment and non-reaction had an effect on the problem-solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05).
Conclusion: Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving.
Type of Study: Research |
Subject:
Special
Received: 2023/01/31 | Accepted: 2023/04/4 | Published: 2023/10/23
Received: 2023/01/31 | Accepted: 2023/04/4 | Published: 2023/10/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)