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Journal articles on the topic 'Group style'

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Published: 9 March 2023
Last updated: 10 March 2023

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1

Daniatussalma, Daniatussalma, Yudhi Arifani, and Candra Hadi Asmara. "LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP." DIDAKTIKA : Jurnal Pemikiran Pendidikan 26, no. 2 (June 4, 2020): 46. http://dx.doi.org/10.30587/didaktika.v26i2.1471.

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Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style
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Alshammri, Shaysh Nazzal. "Do informal groups threaten organizations? Comparing group conflict management styles with supervisors." Independent Journal of Management & Production 12, no. 4 (June 1, 2021): 997–1018. http://dx.doi.org/10.14807/ijmp.v12i4.1342.

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This research aims to identify the role played by informal groups in organizational conflict. The existing literature mainly focuses on the effects of informal groups on the behaviors of employees, such as resisting management and disobeying instructions. However, studies that specifically measure how informal groups affect the behaviors of their members in handling conflicts with supervisors are lacking. This research uses quantitative methodology. Data were collected using the Rahim Organizational Conflict Inventory II survey. The participants were 316 workers in various American organizations. The results were analyzed using multivariate analysis of variance, one-way analysis of variance, Pearson’s correlation coefficient, and the two-samples z-test. The results show that employees who belong to informal groups use the dominating style more frequently than do employees who do not belong to informal groups. However, they do not always use dominating styles; occasionally, they tend to use compromising and integrating styles as well. Age has a significant impact on the relationship between informal groups and integrating and dominating styles. There is also a relationship between gender and avoiding style among employees who belong to informal groups. However, there is no preference for a certain conflict style among the three types of informal groups. The results have implications for management science, including human resources and organizational behavior. However, the research applications may be limited for employees in collectivist societies that are different from American (an individualistic society). The relationship between informal groups and conflict style with supervisors has not been studied before. Thus, this research focuses on not only the five conflict styles but also the influence of demographic variables to comprehensively understand this relationship.
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Raymond. "Two-Shots and Group Shots." Style 49, no. 2 (2015): 196. http://dx.doi.org/10.5325/style.49.2.0196.

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Priola, Vincenza, John L. Smith, and Steven J. Armstrong. "Group Work and Cognitive Style." Small Group Research 35, no. 5 (October 2004): 565–95. http://dx.doi.org/10.1177/1046496404265143.

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Taha, Mohamed, Refaat Mahfouz, and Magdy Arafa. "Socio-Cultural Influence on Group Therapy Leadership Style." Group Analysis 41, no. 4 (December 2008): 391–406. http://dx.doi.org/10.1177/0533316408098443.

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The main author of this article had the opportunity to witness, to observe and to be trained in two different styles of group therapy leadership over the past few years: A more directive, prescriptive and active style that was developed in Egypt and is considered as the traditional Egyptian style of conducting dynamic therapy groups (Egyptian Integrative Dynamic Model) and a less directive, more descriptive and passive style that was developed in the UK and is considered as the traditional style of leading dynamic therapy groups within the British National Health Service (British Group Analysis). The article tries to investigate the socio-cultural factors that favoured adopting the more directive, prescriptive and active format in the Egyptian model although it revolves around the same object–relations theoretical core as the British one. This might stimulate an interesting discussion on the relativity of psychotherapy concepts, processes and aims among different cultures.
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Abdelhadi, Abdelhakim. "Selecting teaching style based on group technology philosophy." Journal of Applied Research in Higher Education 9, no. 4 (October 9, 2017): 521–29. http://dx.doi.org/10.1108/jarhe-02-2017-0014.

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Purpose The purpose of this paper is to classify students into clusters at class level according to their preferred learning styles by using group technology. Design/methodology/approach The Felder and Silverman index of learning styles is used to determine the preferred learning styles of the students, then similarity-coefficient analysis is used to group students into clusters based on the similarity of their preferences. Findings Using this approach would allow the instructor to use a teaching style suitable for the students in order to achieve the intended learning outcomes. Originality/value This is an original research with promising findings to help educators using this approach to achieve the intended learning outcomes.
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Kim, Hyun Ryang. "A study on the ‘Girl Crush Style of 4th Generation Girl Group’." Korea Institute of Design Research Society 7, no. 4 (December 31, 2022): 9–23. http://dx.doi.org/10.46248/kidrs.2022.4.9.

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Girl crush is defined as a woman's desire to cheer and actively support women, such a phenomenon, or a strong affinity to see a wonderful woman. Recently, girl crush has become a remarkable cultural phenomenon and has emerged as a strong trend in girl group style, establishing itself as one of the popular culture strategies that draw their likes through women's tastes. This study aims to analyze the characteristics of the girl crush style of the 4th generation girl group, and the research method collected and analyzed data through previous studies, professional books, and SNS articles. Based on the brand reputation index of the girl group reputation report analyzed by the Korea Corporate Reputation Institute from January to July 2022, the data were compiled and selected from 1st to 50th, and 16 fourth-generation girl groups included in the ranking were selected as the final subjects. The study found that the girl crush styles of the fourth-generation girl groups were punk style, athletic style, military style, school girl style, futurist style, and goth style. In addition, the girl crush style is largely divided into girl crush and teen crush, and it is expressed in the style of a free-spirited girl and a strong and confident woman who visits the self according to music concepts and strategies within each style type.
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Yukich, Grace, Brad R. Fulton, and Richard L. Wood. "Representative Group Styles: How Ally Immigrant Rights Organizations Promote Immigrant Involvement." Social Problems 67, no. 3 (August 21, 2019): 488–506. http://dx.doi.org/10.1093/socpro/spz025.

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AbstractWhy are some organizations more successful than others at involving socially diverse groups of people? Previous research emphasizes the role representative leaders play in recruiting diverse constituencies. This study extends that research by analyzing how an organization’s group style—its customs that shape everyday interactions—influences constituent involvement by either bridging or reinforcing social divides. Our multi-method approach examines ally immigrant rights organizations to assess the relationship between their group styles and their ability to involve immigrants. Ethnographic data reveal that divergent levels of immigrant involvement in two organizations can be explained by differences in the organizations’ group styles—specifically, differences in their religious, class-based, and linguistic practices. Original survey data from a national sample of ally organizations demonstrate the generalizability of our findings. Our analysis shows how having an immigrant-friendly group style can promote immigrant involvement, indicating that an organization’s style is associated with its social composition. Having representative leaders from immigrant groups, though positively associated with immigrant involvement, is insufficient for sustaining immigrant involvement; group style can moderate the effect of having representative leaders. This research suggests that organizations seeking to recruit and retain a diverse social base could benefit from cultivating a representative group style.
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Lee, Seongju, and Heejeong Jeon. "The Effect of Learning Style on Learning Motivation and Attitude of College Students." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 249–62. http://dx.doi.org/10.33645/cnc.2022.12.44.12.249.

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The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.
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Savicki, Victor, Dawn Lingenfelter, and Merle Kelley. "Gender Language Style and Group Composition in Internet Discussion Groups." Journal of Computer-Mediated Communication 2, no. 3 (June 23, 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.1996.tb00191.x.

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Jamil, M. H., N. Lanuhu, N. Busthanul, E. B. Demmallino, and I. Melinda. "Leadership style of farmer group leaders." IOP Conference Series: Earth and Environmental Science 486 (May 27, 2020): 012035. http://dx.doi.org/10.1088/1755-1315/486/1/012035.

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Khalid, Osama, and Padmini Srinivasan. "Style Matters! Investigating Linguistic Style in Online Communities." Proceedings of the International AAAI Conference on Web and Social Media 14 (May 26, 2020): 360–69. http://dx.doi.org/10.1609/icwsm.v14i1.7306.

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Content has historically been the primary lens used to study language in online communities. This paper instead focuses on the linguistic style of communities. While we know that individuals have distinguishable styles, here we ask whether communities have distinguishable styles. Additionally, while prior work has relied on a narrow definition of style, we employ a broad definition involving 262 features to analyze the linguistic style of 9 online communities from 3 social media platforms discussing politics, television and travel. We find that communities indeed have distinct styles. Also, style is an excellent predictor of group membership (F-score 0.952 and Accuracy 96.09%). While on average it is statistically equivalent to predictions using content alone, it is more resilient to reductions in training data.
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Go, Yetty. "Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University." Lingua Cultura 7, no. 2 (November 30, 2013): 70. http://dx.doi.org/10.21512/lc.v7i2.422.

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Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.
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Alhourani, Alaa Q. "Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study." Journal of World Englishes and Educational Practices 3, no. 2 (February 27, 2021): 10–20. http://dx.doi.org/10.32996/jweep.2021.3.2.2.

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This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia
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Al-Janash, Dr Basher Taher. "Perceptual Learning Styles Preferences of EFL Students." مجلة جامعة صبراتة العلمية 2, no. 2 (December 31, 2018): 47–28. http://dx.doi.org/10.47891/sabujhs.v2i2.84.

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The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.
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Zulkifli, Zulkifli, Moch Asmawi, and Ahcmad Sofyan Hanif. "EFFECT OF TEACHING STYLES AND MOTOR ABILITY ON RESULTS LEARNING SEPAK TAKRAW BASIC TECHNIQUES." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 2 (December 10, 2018): 46–54. http://dx.doi.org/10.21009/jipes.042.07.

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The purpose of this study to find the effectiveness of teaching styles to the basic learning techniques sepaktaraw seen from motor ability. The method used is experiment with 2x3 factorial treatment design. The population used as the target population is the students of Physical Education Health and Recreation Universitas Islam Riau Force 2015/2016 totaling 129 consisting of 115 sons and 14 daughters. Sampling was done by purposive sampling technique. Hypothesis test 1) The difference between the reciprocal teaching style group (A1) and the teaching style group Exercise (A2) worth = 0.035 <0.05, mean H0 is rejected. 2) The difference between the reciprocal teaching style group (A1) and the inclusion teaching style group (A3) = 0.0005 <0.05, H0 is rejected. 3) The difference between the teaching exercise style group (A2) and the inclusion teaching group (A3) = 0,045 <0.05, H0 is rejected. 4) Influence Interaction (Interaction Effect) Fo (AB) worth = 0,000 <0,05 or H0 is rejected. 5) Differences in learning outcomes of basic techniques sepak takraw between reciprocal teaching style that has a high ability motor with practice teaching style that has a low ability motor (A1B1 x A2B1) worth = 0.00 <0.05 or H0 rejected. 6) The difference in learning outcomes of basic techniques sepak takraw between reciprocal forces that have high ability motor with inclusion force that has high ability motor (A1B1 x A3B1) worth = 0,000 <0,05 or H0 is rejected. 7) Differences in learning outcomes of basic techniques sepak takraw between training styles that have high ability motor with an inclusion force that has a high ability motor (A2B1 x A3B1) worth = 0.000 <0.05 or H0 rejected. 8) Differences in learning outcomes of basic techniques sepak takraw between reciprocal teaching styles that have low ability motor with exercise style with low ability motor (A1B2 x A2B2) worth = = 0.485> 0.05 or H0 accepted. 9) Differences in learning outcomes of basic techniques sepak takraw between reciprocal teaching styles that have low ability motor with inclusive teaching style that has low ability motor (A1B2 x A3B2) worth = = 0.025> 0.05 or H0 rejected. 10) Differences in learning outcomes of basic techniques sepak takraw between teaching style exercises that have low ability motor with inclusive teaching style that has low ability motor (A2B2 x A3B2) worth = = 0.029> 0.05 or H0 is rejected. Keywords: Learning result of basic technique sepak takraw, teaching style and motor ability
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Kim, Moon Joung, Jin Nam Choi, and Oh Soo Park. "Intuitiveness and Creativity in Groups: Cross-Level Interactions Between Group Conflict and Individual Cognitive Styles." Social Behavior and Personality: an international journal 40, no. 9 (October 1, 2012): 1419–34. http://dx.doi.org/10.2224/sbp.2012.40.9.1419.

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In this study, we introduced a multilevel perspective in order to identify a group contextual factor that moderates the relationship between cognitive style and creativity. Multilevel analyses of data collected from 306 employees from 50 organizational teams revealed that task conflict had beneficial effects on the creativity of intuitive individuals, but detrimental effects on the creativity of systematic individuals. In contrast, relationship conflict offered a positive context for the systematic cognitive style with regard to individual creativity, but it dissipated the positive effect of intuitive style on creativity. To date cognitive style and conflict literature has been focused on either individual or group-level analysis. In our study we have bridged this gap and our findings have highlighted the context-dependent nature of the cognitive style-creativity relationship.
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Kusumawati, Vaula Greennita, and Andriyani Andriyani. "The group embedded figure and pattern test for cognitive styles of deaf-mute students." International Journal on Education Insight 1, no. 2 (March 26, 2021): 69. http://dx.doi.org/10.12928/ijei.v1i2.2769.

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This research aim is to describe deaf-mute students' cognitive style which seen in the condition of the Group Embedded Figure Test (GEFT). Data was collected through given by GEFT to four deaf-mute students of SLBN 2 Bantul and the data were analyzed through an interactive analysis of the Miles & Huberman model namely data collection, data reduction, data display, verification or conclusion inferred. From the test results, two students were categorized to Field-Dependent (FD) cognitive style and the other students were categorized to Field-Independent (FI) cognitive style. Students with FD cognitive styles tend to have difficulty focusing on something or analyzing the pattern into different parts. In contrary, students with FI cognitive style are more capable to accept separate parts of an overall pattern and analyzing the pattern into its components.
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Chen, Qinglan, Tor Eriksson, and Luca Giustiniano. "Leading well pays off: mediating effects and multi-group analysis of strategic performance." Management Decision 55, no. 2 (March 20, 2017): 400–412. http://dx.doi.org/10.1108/md-06-2016-0401.

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Purpose The purpose of this paper is to reveal the mediating role of leadership style on the relationship between strategy and company performance. Design/methodology/approach The study uses empirical data gathered from top managers in a stratified sample of 476 Danish private businesses. Findings The results show the mediating effects of leadership styles on strategic performance. In particular, both supportive and directive leadership styles partially mediate the effect of the differentiation strategy, while the supportive leadership style displays a stronger mediating effect than the directive one. The multi-group analysis shows the moderating impact of the manager’s tenure, managerial level, strategy clarity, industry and business environment risk. Research limitations/implications The study is limited by its nature and the specificity of the national context in which it was conducted. In this vein, the evidence collected here can be enlarged and complemented by having access to panel data or the generalization of some results to neighboring or other developed countries. Practical implications Several implications of the findings for managerial practices are discussed. Originality/value There are very few discussions of the mediating effect of leadership style between strategy and performance. The paper fills the gap by examining the role of leadership style planning on the relationship between those two variables in Denmark.
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Çelikler, Dilek. "A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey." African Educational Research Journal 8, no. 4 (November 10, 2020): 841–48. http://dx.doi.org/10.30918/aerj.84.20.186.

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The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.
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Jagannathan, Selvakumar. "Predominancyof Coping Styles in Patients with Type II Diabetes in Low Socio Economic Status Groups." Annals of International Medical and Dental Research 8, no. 1 (January 15, 2022): 159–67. http://dx.doi.org/10.53339/aimdr.2022.8.1.21.

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Background: Coping style is a person’s characteristic strategies used in response to life problems or traumas. Coping serves a protective function .This study aims to examine the impact of coping styles predominance in the training programme given to patients with type II diabetes of low socioeconomic status group.30 patients with type II diabetes of low socioeconomic status group were selected using purposive sampling from the diabetic clinic for the assessment of coping style. Coping style was assessed using “Coping styles of adults with Type 1 and Type 2 diabetes” by Karlsen and Bru (1998). Paired t-test was used to assess the effectiveness of coping styles enhancement training programme for patients with type II diabetes. The study revealed that there is significant increase in the level of coping styles of patients with type II diabetes due to coping styles enhancement training programme.
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V, Ramarajapandiyan, and Karuppusamy K. "Lifestyle of Mullai land ethnic group." International Research Journal of Tamil 1, no. 4 (October 11, 2019): 12–22. http://dx.doi.org/10.34256/irjt1942.

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Forest and surrounding areas are called ‘Mullai’. This is an elevated land suitable for cattle rearing occupation of the ‘Mullai’ people. Ancient Tamil society represents the life styles of many ethnic groups. The five land regions represent one ethnic group each. The ‘Mullai’ ethnic group people are called ‘ Idaiyars’. The vestiges of the ‘Mullai’ idaiyar people through ages until today have reflections in the society. This article tries to study the life style of the ‘mullai’ ethnic group through Sangam poetry.
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Kalsum, Kalsum. "ISLAMIC BOARDING SCHOOL STUDENTS’ LEARNING STYLES IN EFL CLASS." Jurnal Bahasa Lingua Scientia 14, no. 1 (June 10, 2022): 57–70. http://dx.doi.org/10.21274/ls.2022.14.1.57-70.

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Abstract: The students sometimes get confused with the English material because their learning style does not match with the presentation of the teacher. the learning styles need be known by teachers involved in teaching and learning process. This research aims to disclose students' needs for learning English based on their learning styles. This research used quantitative research with survey research methods. The research was conducted on second grade students of MA in three Islamic boarding schools in the city of Parepare, South Sulawesi, Indonesia. The instrument in this study is a questionnaire containing the Perceptual Learning Style Preferences Questionnaire consisting of Visual, Auditory. Kinesthetics, Tactile, Group and Individual Styles. This research discloses that students have more kinesthetics, auditory, visual, and group learning styles. It found that students’ learning styles are major in visual, auditory, kinesthetics, and group learning styles. Meanwhile, some of the students in Boarding School of Parepare are minor in tactile and individual learning styles. Therefore, the teacher should make teaching materials based on the learning style of each student.
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Endraswara, Suwardi. "Politik gaya Sengkuni dan estetika Semar kajian antropologi sastra terhadap pemilu legislatif." Masyarakat, Kebudayaan dan Politik 27, no. 4 (October 1, 2014): 195. http://dx.doi.org/10.20473/mkp.v27i42014.195-205.

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This article aims to explain two unique political actions, namely Sengkuni style and Seamr aesthetic. Both styles were viewed from litterature anthropology perspective. This methapor provides authentic data from 2009 election, expected to be a reflection the 2014 election. The study shows that politic, culture, and litterature were conected to each other, produces methapor in two political style. First, in this transitional era, sengkuni style is more favorable in targetting people, especially the middle class-men. Secondly is semar aesthetic style, more suitable for upper class-men group, those who hold their tradition tightly. This style suits better to pro-people type of leader. In conclusion, researcher found that both style has its strength and weakness, mostly depends on the targetted group in the community.
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Cho, Eunyoung, and Juil Ban. "A Study on the Style Investment of Equity Funds." Korean Journal of Financial Studies 50, no. 2 (April 30, 2021): 201–45. http://dx.doi.org/10.26845/kjfs.2021.04.50.2.201.

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We classify “fund style” by the fund name and conduct a portfolio-based style analysis. The main results are as follows. First, the proportion of value-style and dividend-style funds is very high compared to other style types in active funds. Second, managers tend not to adhere strictly to the fund style classified by the fund name. Interestingly, the smaller the fund size, the weaker the style characteristics. This result suggests that the management industry neglects small funds and does not fulfill its fiduciary duty. Third, we find that the persistency of the growth style is far behind the value style, and both winner and loser styles have the lowest persistency among all styles. Fourth, timing abilities for market factor, size factor, and value factor are not observed in general, but the timing ability for momentum factor is significantly observed in the active fund group. Fifth, we define artificial fund styles with consistent style investment strategy and compare those with the actual fund styles. We find that the risk of artificial types is generally lower than that of actual types and that several artificial types dominate real types due to higher returns and smaller risks.
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Asadipiran, Noushin. "Identifying Young Learners’ Learning Styles among Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1444. http://dx.doi.org/10.17507/tpls.0607.16.

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The purpose of this study was to identify preferred perceptual learning styles of Iranian young learners. To accomplish this aim, a Perceptual Learning Style Preference Questionnaire (PLSPQ) used to measure the students’ preferred learning styles. The participants of the current study were 60 high school students. They were first-year high school male students studying in Tehran, Iran. The analysis of data revealed that the most preferred learning style was visual learning style (30% of the participants), and the less preferred one was group learning style (5%). The second to fifth place belonged to tactile (25%), auditory (20%), individual (15%) and kinesthetic (10%) learning style, respectively.
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Abdelhadi, Abdelhakim, Yasser Ibrahim, and Mohammad Nurunnabi. "Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis." Education Sciences 9, no. 1 (March 14, 2019): 58. http://dx.doi.org/10.3390/educsci9010058.

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This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions can be found for a set of problems. The Felder and Silverman style, and the index learning style (ILS) are used to find student learning style preferences; students are grouped into clusters based on the similarities of their preferences, by using multivariate statistical analysis. Based on the developed groups, instructors can use the proper teaching style to teach their students. The formation of clusters based on the statistical analyses of two sets of data collected from students of two classes at the same level, belonging to same engineering department indicates that each class has different learning style preferences. This is an eye-opener to educators, in that different teaching styles can be used for their students, based on the students’ learning styles, even though the students seem to have a common interest.
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Al-Zayed, Norma Nawaf Yousef. "An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 176. http://dx.doi.org/10.5539/ijel.v7n5p176.

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This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.
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Triastuti, Endang, and Putu Sudira. "The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes." Journal of Educational Science and Technology (EST) 5, no. 3 (November 12, 2019): 212. http://dx.doi.org/10.26858/est.v5i3.9284.

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This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.
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Beckett, Keith D. "The Effects of Two Teaching Styles on College Students’ Achievement of Selected Physical Education Outcomes." Journal of Teaching in Physical Education 10, no. 2 (January 1991): 153–69. http://dx.doi.org/10.1123/jtpe.10.2.153.

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The purpose of this study was to investigate the influence of Mosston and Ashworth’s (1986) practice (Style B) and inclusion (Style E) styles of teaching or class composition on college students’ achievement of selected physical education outcomes. Achievement was measured by the use of a soccer-ball-juggle test and a written knowledge test. One hundred and twenty college students were pretested on the soccer-ball juggle. Students who scored in the upper and lower 25% were placed in a group labeled heterogeneous; students scoring in the middle 50% were placed in a group labeled homogeneous. Subsequent to the pretest, a 30-minute lesson on soccer-ball juggling was provided to students by members of the college physical education staff using the assigned teaching style, followed by the posttest and the written knowledge test. All teaching was observed and coded by the researcher to determine teacher and student behavior. Results on soccer-ball juggling yielded significant gains between pretest and posttest for both styles; a retention test verified improvement was retained in both styles. No significant differences between teaching style or class composition were uncovered on the motor task. However, significant differences on the written knowledge test were revealed: Students in Style E produced higher scores than students in Style B.
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Churngchow, Chidchanok, Narongsak Rorbkorb, On-tip Petchurai, and Jirawat Tansakul. "Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand." International Journal of Higher Education 9, no. 2 (January 30, 2020): 200. http://dx.doi.org/10.5430/ijhe.v9n2p200.

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This research aimed to discover appropriate learning management to suit students’ different learning styles within a multicultural society at state-run universities using mixed methods research of explanatory design. A survey was first conducted followed by focus group discussions. It was found that the students consisted of all four types of learning styles: reflector, activist, theorist and pragmatist, while, reflectors were the majority group. The results also showed that students from different disciplines and types of highschools used different learning styles. However, the participants in the focus groups, especially the Muslim students, stated that they employed the pragmatic style as well as their dominant style. It is suggested that a teaching style incorporating practiced-based learning, such as lab-work, field work or project-based learning would suit all students. Student-centered classes and active leaning are also recommended as being appropriate for all types of student learning styles.
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Manal Alnatour and Mohamad Shehada. "The Impact of the Perceived Leadership Style on Team Cohesion in Munir Sukhtian Pharmaceuticals (MS Pharma) Company in Jordan." Technium Social Sciences Journal 8 (May 20, 2020): 437–51. http://dx.doi.org/10.47577/tssj.v8i1.480.

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The present research paper intended to explore the impact of the perceived transformational &amp; transactional Leadership styles on team cohesion in Munir Sukhtian Pharmaceutical Company. An electronic questionnaire was sent to 160 employees in different department in MSP in Amman- Jordan. 84 employees completed the adapted version of the multifactor leadership style (rater form) and the Group Environment Questionnaire. Two attributes of each of leader ship styles were measured. For team cohesion, attraction to group and group integration attributes, were assessed regarding both social and task aspects. Results showed significant moderate correlation between leadership style and team cohesion with no difference when it comes to demographic and functional variables.
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Amalia, Fitri, James Tangkudung, and Firmansyah Dlis. "THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 1 (July 30, 2018): 35–45. http://dx.doi.org/10.21009/jipes.041.03.

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The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination. Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination
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Rueger, Sandra Yu, and Christine Kerres Malecki. "Group Administration of the Children's Attributional Style Interview." Journal of Clinical Child & Adolescent Psychology 36, no. 3 (July 17, 2007): 476–82. http://dx.doi.org/10.1080/15374410701448711.

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Branson, Leonard, Thomas S. Clausen, and Chung‐Hsein Sung. "Group Style Differences Between Virtual and F2F Teams." American Journal of Business 23, no. 1 (April 22, 2008): 65–70. http://dx.doi.org/10.1108/19355181200800005.

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Adams, C., G. Labouvie-Vief, C. J. Hobart, and M. Dorosz. "Adult Age Group Differences in Story Recall Style." Journal of Gerontology 45, no. 1 (January 1, 1990): P17—P27. http://dx.doi.org/10.1093/geronj/45.1.p17.

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Jones, Lisa, Jan Scott, Caroline Cooper, Liz Forty, Katherine Gordon Smith, Pak Sham, Anne Farmer, Peter McGuffin, Nick Craddock, and Ian Jones. "Cognitive style, personality and vulnerability to postnatal depression." British Journal of Psychiatry 196, no. 3 (March 2010): 200–205. http://dx.doi.org/10.1192/bjp.bp.109.064683.

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BackgroundOnly some women with recurrent major depressive disorder experience postnatal episodes. Personality and/or cognitive styles might increase the likelihood of experiencing postnatal depression.AimsTo establish whether personality and cognitive style predicts vulnerability to postnatal episodes over and above their known relationship to depression in general.MethodWe compared personality and cognitive style in women with recurrent major depressive disorder who had experienced one or more postnatal episodes (postnatal depression (PND) group, n=143) with healthy female controls (control group, n=173). We also examined parous women with recurrent major depressive disorder who experienced no perinatal episodes (non-postnatal depression (NPND) group, n=131).ResultsThe PND group had higher levels of neuroticism and dysfunctional beliefs, and lower self-esteem than the control group. However, there were no significant differences between the PND and NPND groups.ConclusionsEstablished personality and cognitive vulnerabilities for depression were reported by women with a history of postnatal depression, but there was no evidence that any of these traits or styles confer a specific risk for the postnatal onset of episodes.
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Naeem, Hummayoun, and Muhammad Farooq Azam. "Leadership Styles in the Maintenance Industry of UAE: A Focus Group Analysis." European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 53. http://dx.doi.org/10.19044/esj.2017.v13n7p53.

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The primary objective of this qualitative research is to identify and study various leadership styles in the maintenance industry of UAE. The researcher used focus group as a method of data collection. 8 senior officers from the various reputed maintenance companies were invited for the deliberation on the leadership styles being practiced in the various management hierarchies of such companies. The researcher also investigated success level of various leadership styles in terms of employee motivation and moral. The researcher guided the Focus Group Members discussion around these areas, took notes, and finally complied all the views in a report format. Study revealed that Top level management practicing autocratic style of leadership that is not yielding the desired results of higher motivation level and subordinates are also not really happy with it. Targets and being achieved but corporate citizenship feel is missing in the subordinates. Middle level management is practicing almost all types of leadership styles but team leadership is most commonly used by middle level management, subordinates are generally happy with it. Lower level management using autocratic leadership style in order to control the field staff; however field staff never felt happy with it as they feel bad when always engineers / supervisors imposing their decisions on them and being the work floor workers, their suggestions are not taken care of.
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Gans, Jerome S., J. Scott Rutan, and Emily Lape. "The Demonstration Group: A Tool for Observing Group Process and Leadership Style." International Journal of Group Psychotherapy 52, no. 2 (April 2002): 233–52. http://dx.doi.org/10.1521/ijgp.52.2.233.45502.

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Amin, Mujid Farihul, Moh Muzakka, Sri Puji Astuti, Dandi Hermawan, and Rizky Devy Wulandari. "Language Styles in The Song Lyrics of “Citra Cinta”, “Sifana”, “Less Salt”, and “Corona Virus” by Rhoma Irama." E3S Web of Conferences 317 (2021): 02010. http://dx.doi.org/10.1051/e3sconf/202131702010.

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This study aims to describe the language style contained in the lyrics of the song Citra Cinta, Sifana, Lack of Salt, and the Coronavirus by Rhoma Irama. The research data is in the form of song lyrics from the four songs. The method used in this study includes three strategic stages, namely the stage of data collection, data analysis, and presentation of the results of data analysis. The results showed that in the four-song lyrics which were used as the object of the study, there were language styles of the affirmation, comparison, and contradictory groups. The affirmation language style group includes parallelism, enumeration, pleonasm, repetition, climax, interruption, correction, and asidenton. For the comparative language style group, there are similes, litotes, metaphors, allusions, and groups of contradictory styles that have only one type, namely antithesis.
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Gultom, Junita Palupi, Julaga Situmorang, and Juhana Juhana. "The Influence of Inquiry Learning Strategies and Cognitive Style on Mathematics Learning Outcomes of Grade V SD Pematangsiantar." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 174–80. http://dx.doi.org/10.34007/jehss.v4i1.605.

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This study aims to find out the effect of inquiry learning strategies and cognitive styles on mathematics learning outcomes in grade V SD Pematangsiantar. The research method used is the experimental method with a quasi-experimental design 2 x 2 factorial design. In this study, the samples were grouped into two groups. The two groups were used as the experimental group and the control group respectively. The data collection technique was done through pre-test and post-test to the control group and the experimental group. The results of this study indicate that the mathematics learning outcomes of primary school students who are taught with guided inquiry learning strategies are higher than those taught with free inquiry learning strategies with a mean value of 90,50. Mathematics learning outcomes of primary school students who have an independent cognitive style are higher than those who have a dependent cognitive style with an average score of 89. Mathematics learning outcomes of primary school students have an interaction between inquiry learning strategies and dependent cognitive styles with an average score of 79. The mathematics learning outcomes of the students in free inquiry class have an independent cognitive style with an average score of 87. Mathematics learning outcomes of guided inquiry class students have a dependent cognitive style (A1B2) with an average score of 87. Primary students’ mathematics learning outcomes among those taught using Free inquiry learning strategies are no better than students who are taught using guided inquiry learning strategies and Mathematics learning outcomes of primary students among those who have better independent field cognitive style with dependent learning styles
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Hermann M. Niemeyer, Diego Salazar, Helena Horta Tricallotis, and Francisco T. Peña-Gómez. "New Insights into the Tiwanaku Style of Snuff Trays from San Pedro de Atacama, Northern Chile." Latin American Antiquity 26, no. 1 (March 2015): 120–36. http://dx.doi.org/10.7183/1045-6635.26.1.120.

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Snuff trays are conspicuous objects that are found in archaeological contexts throughout Andean South America. At San Pedro de Atacama, in northern Chile, snuff trays that exhibit iconographic motifs similar to those found on Tiwanaku megalithic monuments have been assigned to the Tiwanaku style. In the present work, we propose a new definition for this style based on the occurrence of three morphological features: an overall trapezoidal shape, incurving sides, and sharp top corners. This group includes trays with iconography from the previously defined Tiwanaku style, as well as other trays without iconography. Principal component analysis shows that Tiwanaku-style trays with and without iconography make up a single group that is significantly different from plain, largely rectangular San Pedro-style trays. The relative proportion of Tiwanaku-style trays with and without iconography does not differ between cultural periods and archaeological sites. The results point to shape as an important trait for assigning trays to styles. Furthermore, the results show that during the Middle period four main types of snuff trays were in use: Tiwanaku trays with and without iconography and local San Pedro trays, also with and without iconography. We explore the possible social implications of this co-occurrence of styles.
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Goldberg, Simon B., and William T. Hoyt. "Group as social microcosm: Within-group interpersonal style is congruent with outside group relational tendencies." Psychotherapy 52, no. 2 (2015): 195–204. http://dx.doi.org/10.1037/a0038808.

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Rafique, Rumana. "Exploring Language Learning Style Preferences of the ELT Graduate Students." Asian Journal of Humanity, Art and Literature 4, no. 1 (June 30, 2017): 45–58. http://dx.doi.org/10.18034/ajhal.v4i1.317.

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The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.
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Wu, ChienHsing, Shu-Chen Kao, and Chia-Hung Shih. "Task-technology fit in knowledge creation: the moderating role of cognitive style." VINE Journal of Information and Knowledge Management Systems 48, no. 1 (February 12, 2018): 83–102. http://dx.doi.org/10.1108/vjikms-01-2017-0005.

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Purpose This paper aims to examine the role of the creation task–technology fit (CTTF) in the knowledge creation performance (KCP). The creation task features represented by goal-driven, goal-free and goal-frame modes (GDM, GFM and GRM) and information and communication technology (ICT) supportive features are considered. The moderation effect of cognitive style represented by analytical and intuitive styles is explored. Contributions and implications are addressed. Design/methodology/approach The literature review on creation task, ICT, cognitive behavior and fit theory, and the research gap with respect to the antecedents of KCP are presented. The research arguments are then hypothesized and the research model developed to describe that the proposed role is examined empirically. Findings Research findings are obtained on the basis of the data analysis of 258 valid subjects from research institutes as well as manufacturing and service industries. The effect of CTTF on creation outcomes is significantly confirmed. The ICT supportive functions are unlikely significantly related to CTTF for the analysis-styled group, but the intuition-styled group shows a likely significance because of the different means of dealing with information and knowledge processing. The analysis-styled group disagrees with the significant link of the GDM with CTTF, whereas the intuition-styled group presents the significant effects of GDM, GFM and GRM on CTTF. Originality/value The unique features of knowledge creation differentiate it from other tasks. With respect to whether the knowledge creation task presented by goal is defined or not, and how ICT better suits the creation task features to benefit the creation outcomes are yet to be discussed. The individual cognitive style is confirmed to alternate the effect of ICT and GDM on CTTF in the proposed model. The research findings are particularly obvious because a transition gap, less covered by the literature, might exist with regard to the perception connection of knowledge creation service providers, agencies, consultants and context creators.
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Dodd, Julian. "Style Appropriation, Intimacy, and Expressiveness." British Journal of Aesthetics 61, no. 3 (July 1, 2021): 373–86. http://dx.doi.org/10.1093/aesthj/ayab023.

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Abstract This paper is about style appropriation: the use by someone of stylistic cultural innovations distinctive of a cultural group that is not her own. While I agree with the key insight of C. Thi Nguyen and Matthew Strohl (Philosophical Studies 176 (2019): 981-1002) – namely, that style appropriation is sometimes found objectionable because group intimacy is believed to have been breached – I disagree with their core claim that the settled beliefs of the group cannot be wrong about whether its group intimacy has, in fact, been compromised in this way. I accept that facts about group intimacy can generate normative reasons concerning style appropriation, but develop a distinctive account of how this comes to be so: one which holds that such facts are independently grounded, rather than being decided by group opinion (as Nguyen and Stroll think). This alternative picture of how group intimacy grounds normative reasons does better justice to the intuitive thought that reality, including its normative regions, is belief-independent. The paper ends with some replies to potential objections.
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Valliant, Paul M., and Jennifer E. Loring. "LEADERSHIP STYLE AND PERSONALITY OF MOCK JURORS AND THE EFFECT ON SENTENCING DECISIONS." Social Behavior and Personality: an international journal 26, no. 4 (January 1, 1998): 421–24. http://dx.doi.org/10.2224/sbp.1998.26.4.421.

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Attitudes toward sentencing decisions were examined in 135 University students. Subjects were administered the Leadership Ability Evaluation (LAE) and the California Psychological Inventory (CPI). They were asked to make sentencing decisions regarding two mock criminal matters. Data were evaluated using Statistical Package for the Social Sciences (SPSS). In comparison to other leadership styles, individuals who had a democratic-cooperative leadership style scored significantly higher on personality variables of good-impression, self-control, tolerance, and achievement via independence than other leadership styles. In the autocratic-aggressive group, males scored much lower on communality than females. The females in the study scored significantly lower than males on social presence, socialization, and good impression. A two way interaction was noted for leadership style and gender for sentencing. Females with a democratic-cooperative leadership style were significantly harsher in sentencing than males from the same group.
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Wang, Yufan, Yi Ren, Xinyan Yang, and Zhongfeng Zhang. "Ming-style chair parts and its group technology application research." Journal of Physics: Conference Series 2125, no. 1 (November 1, 2021): 012049. http://dx.doi.org/10.1088/1742-6596/2125/1/012049.

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Abstract In order to apply the group technology to the production of Ming style furniture, enhance the ability of enterprises to cope with the production of small-batch, multi-variety furniture, this article will take Ming-style chair furniture as an example to make a reasonable division of its parts. The types of Ming-style chair parts are combed, the characteristic information of each component is extracted and the joint mode of mortise and tenon between two parts is summarized. In this way, the process of each mortise and tenon structure is summarized, and the correspondence between mortise and tenon structure and the machinery is established. According to this method, the Ming-style chair parts are summarized and classified into 211 kinds. Based on the similarity of parts processing machinery, all parts of the Ming-style chairs are classified into groups by fuzzy clustering algorithm and MATLAB software calculation. The purpose of this article is to provide a divisional idea for the pre-part classification preparation of Ming-style chair parts in groups for the part family.
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Flora babang, Veramyta Maria martha, Maria Andriani Barek Ladjar, and Lukas Maria Boleng. "The Influence Of Reciprocal Teaching Style, Exercises And Command On The Learning Outcomes Of Pencak Silat Tepak Paleredan." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 4, no. 2 (September 4, 2020): 8–17. http://dx.doi.org/10.33369/jk.v4i2.11467.

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This study aims to compare reciprocal teaching styles influence, exercises and command on learning outcomes of pencak silat paleredan. Experimental research method with Pretest-Posttest Group Design research design. Samples that fulfilled the requirements were 38 people. The research found that 1) the influences of Teaching Style Reciprocal toward Learning Results Pencak Silat Tepak Paleredan, 2) There is the influence of Teaching Style Exercise on Learning Outcomes Pencak Silat Tepak Paleredan, 3) influences of Teaching Style Command on Learning Outcomes Pencak Silat Tepak Paleredan, 4) The teaching exercises style have more significant impact on learning outcomes martial test Tepak Paleredan compared Reciprocal teaching style and Command. Then it can be concluded that the three teaching styles have a significant influence on the learning outcomes of the Paleredan Pencak silat in the Universitas Nusa Cendana Penjaskesrek Academic Year 2019/2020
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Safronov, D. V., V. Yu Kozin, Zh L. Kozina, A. V. Basenko, I. O. Riabenkov, and S. B. Khrapov. "Determining the style of conducting a fight of qualified boxers based on neurodynamic indicators using multivariate analysis methods." Health, sport, rehabilitation 5, no. 2 (July 5, 2019): 78. http://dx.doi.org/10.34142/hsr.2019.05.02.09.

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<p><strong>Purpose</strong>: to justify the use of psychophysiological indicators to determine the style of conducting a fight in boxing.</p><p><strong>Material and methods</strong>. The study involved 27 qualified boxers of the middle weight category of 22-25 years. Athletes were tested on psychophysiological indicators. Initially, the determination of the psychophysiological capabilities of athletes was carried out. Then, using a cluster analysis of psychophysiological indicators, the athletes were divided into groups and the features of the styles of conducting a duel between the athletes of each group were analyzed using an expert assessment of their technical and tactical actions. Next, a distinction was made between the psychophysiological indicators of the athletes of the formed groups, i.e. different fighting styles.</p><p><strong>Results</strong>. Cluster analysis of indicators of psychophysiological testing showed the presence of 3 groups of athletes. An expert evaluation of the boxing match styles included in each group showed that the first group included boxers of the counterattack style, “Sluggers”, the second group included athletes of the attacking style, “Swarmers (in-fighter, crowder)”, the third group included athletes of the counterattack and defensive styles, “The out-boxers (out-fighter, boxers)". Boxers - “Sluggers” have higher mobility of nervous processes in comparison with representatives of other styles. Boxers - “pace” are distinguished by significantly higher neurodynamic endurance. “Attackers” - “Swarmer (in-fighter, crowder) ” are distinguished by a higher strength of the nervous system, determined by the number of errors in the test for the speed of a complex reaction in the feedback mode.</p><p><strong>Conclusions.</strong> Psychophysiological and neurodynamic indicators are informative for determining the inclinations of boxers to a particular style of conducting a duel. This provision can be applied at all stages of training athletes to quickly and effectively determine propensities for a particular style of conducting a duel based on innate neurodynamic and psychophysiological characteristics.</p>
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