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1
Carbonneau, Alain, and P. Casteran. "Essai de systèmes de conduite de la vigne pour la production de raisins « pourris nobles » en bordelais." OENO One 20, no. 1 (March 31, 1986): 17. http://dx.doi.org/10.20870/oeno-one.1986.20.1.1291.
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<p style="text-align: justify;">Une expérimentation de système de conduite pour la production de vin « liquoreux » en appellation Sainte-Croix-du-Mont, menée de 1979 à 1984 a abouti, dans des conditions de protection à l'hectare analogues et sur la base des analyses des moûts et des dégustations de vins, à classer ainsi par ordre décroissant de potentiel qualitatif (dans une gamme de qualité moyenne à bonne) :</p><ul><li>1) vigne large en lyre ouverte;</li><li>2) vignes larges en lyre fermée (ici de façon assez irrégulière) et en lyre tronquée, vigne étroite rognée;</li><li>3) vigne large plane.</li></ul><p style="text-align: justify;">Il est suggéré un essai à plus grande échelle, notamment de la lyre ouverte et de la lyre tronquée, afin d'assurer le développement de ces nouvelles formes et de mieux étudier le phénomène de surmaturation en présence de pourriture noble.</p><p style="text-align: justify;">+++</p><p style="text-align: justify;">An experiment on training systems for a production of sweet white wine in Sainte-Croix-du-Mont Appellation, from 1979 to 1984, has allowed, for similar yields per hectare and on the basis of must analysis and wine tasting, to classify in a decreasing ranking of quality potential (within a range of quality : medium to good) :</p><ul><li>1) open lyre in wide spacing;</li><li>2) closed lyre (irregularly) and trucaded lyre in wide spacing, classical vertical trellis in close spacing;</li><li>3) classical vertical trellis in wide spacing.</li></ul><p style="text-align: justify;">A wide scale experiment of the open lyre and the truncated lyre is suggested, in order to allow the application of these new forms and to better study the phenomenon of over maturing in presence of noble rot.</p>
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Bronner, A. "Conduite d'un essai diallèle en vue de l'obtention de populations de vigne de raisin de cuve à large variabilité génétique." OENO One 20, no. 3 (September 30, 1986): 165. http://dx.doi.org/10.20870/oeno-one.1986.20.3.1303.
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<p style="text-align: justify;">Dans le but de favoriser la rupture d'une liaison défavorable entre la saveur musquée des baies et la sensibilité à la coulure apparue dans la descendance de croisements intraspécifiques simples chez <em>Vitis vinifera</em>, nous avons adopté une stratégie génétique originale combinant autofécondation et croisements diallèle à partir de 8 variétés cultivées traditionnellement en Alsace.</p><p style="text-align: justify;">Les relations vigueur-fertilité, les taux de germination des graines très variables, les disjonctions non conformes aux schémas admis, sont autant d'obstacles à la réalisation pratique de cette stratégie du fait de la difficulté de maintenir des effectifs suffisant aux étapes successives pour les différentes combinaisons.</p><p style="text-align: justify;">+++</p><p style="text-align: justify;">With the object of furthering the break of an unfavourable link between muskat flavour and sensitivity to coulure, which appeared in offsprings of traditional intraspecific crossings of <em>Vitis vinifera</em>, we have adopted an original genetic strategy, which combines selfings and diallele crosses between 8 traditional varieties of Alsace.</p><p style="text-align: justify;">The relationship between vigour and bud fruitfulness, the very variable germination rates of seeds, the disjunctions which are not consistent with classical diagrams, create obstacles in the out-carrying of this strategy, because of the difficulty to keep sufficient effectives at the successive steps for the different combinations.</p>
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Sandoz, Claude. "Sur la conduite des esclaves : un commentaire linguistique de Caton, De agricultura 5,1." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 19 (April 9, 2022): 215–20. http://dx.doi.org/10.26034/la.cdclsl.2005.1574.
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Représentatif de la prose latine archaïque, le paragraphe 5, 1 du De agricultura procure un exemple du style paratactique et de la brevitas de Caton. Ce texte se caractérise, en effet, par l'agencement de phrases juxtaposées, courtes et, à une exception près, monolithiques. Seule la dernière combine deux propositions, protase et apodose, dans une construction hypothétique. Au point de vue du contenu, le morceau - comme l’ensemble du chapitre – se compose d'une suite de prescriptions à l'usage de l'exploitant du domaine agricole
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Falcetti, Mario, and Attilio Scienza. "Influence de la densité de plantation et du porte-greffe sur la production et la qualité du moût de Pinot blanc et de Chardonnay cultivés en Italie dans le Trentin." OENO One 23, no. 3 (September 30, 1989): 151. http://dx.doi.org/10.20870/oeno-one.1989.23.3.1241.
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<p style="text-align: justify;">De nombreux chercheurs ont montré l'influence, soit quantitative soit qualitative, de la diminution du nombre de pieds à l'hectare.</p><p style="text-align: justify;">Les auteurs, dans une série d'expériences conduites de 1983 à 1986 dans le Trentin en Italie, ont mis en relief l'effet de la densité de plantation sur le bois de taille, sur la production de raisin par pied, ainsi que sur les teneurs en sucres, en acidité et en acides aminés; ces données ont été complétées par des microvinifications et par une analyse sensorielle des vins. Le portegreffe, employé comme moyen pour réduire la vigueur, s'est révélé comme peu important pour les hautes densités, même s'il est à noter une signification de l'interaction « année x portegreffe ».</p><p style="text-align: justify;">En définitive, ce sont les densités moyennes (3.333 et 4.167 pieds par hectare) qui fournissent les meilleurs résultats dans la pratique viticole de la région (mode de conduite en pergola).</p>
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Chabchoub, Ahmed. "Impact du management ministériel de la réforme LMD sur sa réussite." Journal of Quality in Education 9, no. 14 (December 12, 2019): 9. http://dx.doi.org/10.37870/joqie.v9i14.53.
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Le LMD ( ou Processus de Bologne) est une réforme pédagogique et structurelle suggérée par l’Union Européenne à ses partenaires du Sud (notamment les pays du Maghreb) pour mettre leur système universitaire au niveau de la norme Européenne (Chabchoub, 2006). Entrée en vigueur à partir de 2004, pour la Tunisie, cette réforme devait réaliser deux innovations majeures : - Transformer la structure des études universitaires (souvent hétéroclites) en 3, 5, 8 à savoir, 3 années pour la Licence, 5 pour le Master et 8 pour le Doctorat. Cette structure devait se généraliser sur tous les régimes d’étude, sauf pour les études médicales. - Introduire à l’occasion une réforme pédagogique profonde en : - Invitant les professeurs à enseigner autrement que par les méthodes magistrales, - Encourageant les étudiants à apprendre autrement, - Incitant les enseignant à évaluer leurs étudiants autrement que par le biais de la restitution des connaissances apprises par cœur, dans la plupart des cas (Circulaire organique du 25/9/2003). Mais comme le souligne Cros (2006), la réussite d’une réforme éducative dépend souvent de la manière dont elle a été managée et conduite. En effet, selon qu’elle soit conduite « Top –Dawn », ou en association étroite avec les parties prenantes (ici les enseignants), une réforme pédagogique peut, soit échouer soit réussir. Le présent article qui traite de l’Impact du management ministériel de la Réforme LMD sur sa réussite (cas de la Tunise), essaiera de répondre aux deux questions suivantes : - Comment le Ministère tunisien de l’enseignement supérieur a-t-il conduit la réforme LMD et selon quel style de management ? - Quel a été l’impact de ce style de management sur la réussite de la dite réforme, 10 ans après ?
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Henrion-Latché, Johanna, and Michel Tozzi. "Discussion à visée philosophique et résilience : déontologie, pratique de l’enseignant et style d’animation dans la conduite de discussions philosophiques à visée résiliente1." Revue des sciences de l’éducation 42, no. 3 (June 7, 2017): 168–86. http://dx.doi.org/10.7202/1040088ar.
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La discussion à visée philosophique à l’école avec des enfants et des adolescents est une pratique qui permet de se saisir de la démarche philosophique afin de développer différentes modalités de pensée (critique, dialogique). Cette pratique novatrice se pose comme une praxis dont les objectifs terminaux divergent selon un diagnostic des besoins fondamentaux de penser des élèves, depuis la méthode jusqu’aux dispositifs et contenus de pensée. Il appartient alors à l’enseignant de définir les modalités de mise en oeuvre de ses séances et de l’orientation de sa posture, afin de converger vers son objectif terminal, qui est celui d’établir un lien dialogique avec l’élève non-pensant et non communicant. Auprès d’adolescents manifestant des troubles du comportement et un refus de l’autorité, inadaptés aux institutions, et face au constat de souffrance de ces lycéens en échec social et scolaire, il est possible de s’appuyer sur les théories de la résilience à l’école pour incorporer, dans des séances comportant de la médiation, des facteurs conduisant au processus de résilience, qui relance les bases du processus de pensée sous une guidance spécifique de l’enseignant. Selon les recherches de Tozzi (2001,2004, 2006, 2007, 2012) sur le rôle du maître dans les discussions à visée philosophique, cet article expose une recherche sur la nécessité de conduire des adolescents déviants à penser par eux-mêmes, selon le processus émancipateur de la résilience.
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Carbonneau, Alain, Raul Del Monte, François López, and Hernán Ojeda. "The foldable lyre: ecophysiological interest for management of light absorption and water; technological interest for mechanical harvesting." OENO One 38, no. 1 (March 31, 2004): 89. http://dx.doi.org/10.20870/oeno-one.2004.38.1.931.
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<p style="text-align: justify;">L'utilisation du système de conduite en Lyre se développe pour les vignobles de raisins de table et pour les vignobles de raisins de cuve de haute qualité vendangés à la main. L'intérêt réside à la fois dans le potentiel physiologique et qualitatif, dans la moindre sensibilité aux parasites du raisin, ainsi que dans la facilité de cueillette manuelle offerts pour la Lyre.</p><p style="text-align: justify;">L'absence de développement industriel de la machine à vendanger la Lyre par secouage vertical, a conduit à rechercher l'adaptation du palissage de la Lyre aux machines à vendanger classiques à secouage latéral. Le principe d'un palissage en Lyre pliable, facile à manipuler, permettant le passage de ces machines a été retenu. Deux modalités techniques seront présentées, chacune ayant été testée avec succès vis-à-vis de la vendange mécanique, ainsi du reste qu'en rapport avec l'ensemble des opérations culturales au cours du cycle végétatif; un schéma en sera fourni.</p><p style="text-align: justify;">Parallèlement, la souplesse de modulation du palissage en Lyre pliable, en position ouverte ou fermée, offre des possibilités de gestion dynamique de l'absorption du rayonnement au cours de la saison, avec comme conséquences:</p><p style="text-align: justify;">- Lyre en position ouverte: stimulation du régime hydrique avant le début de la véraison, ensuite augmentation de la fréquence des situations de contrainte hydrique modérée, optimisation de la maturation du raisin (surtout au niveau des composés phénoliques et aromatiques) pour la plupart des cépages;</p><p style="text-align: justify;">- Lyre en position fermée: réduction du régime hydrique avec économie de l'eau en situation de sécheresse estivale et restauration du potentiel hydrique foliaire, ralentissement de la maturation du raisin pour des cépages précoces, dégagement complet du raisin.</p>
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Duhaime, Jean. "Figures du discernement et construction identitaire à Qumrân." Thème 22, no. 2 (March 17, 2016): 17–49. http://dx.doi.org/10.7202/1035685ar.
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Les manuscrits de la mer Morte témoignent d’une communauté qui affirme connaître le « véritable » plan de Dieu sur le monde et y répondre de manière appropriée en pratiquant un style de vie rigoureux, sous la conduite de maîtres éclairés. Pour soutenir cette prétention, elle s’appuie sur deux figures principales de discernement, le « maître de justice » (moreh tsèdeq), dont l’enseignement a joué un rôle déterminant dans la structuration de la communauté, et le « sage » ou l’« instructeur » (maśkîl), chargé de montrer la voie aux recrues et de faire progresser les membres. Dans cet article, chacune de ces figures-types est d’abord présentée à partir des textes qui la mentionnent, après quoi on identifie la forme que prend le discernement qui lui est attribué et comment cette représentation contribue à la construction et au renforcement de l’identité sociale du groupe.
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May, P., and Roger Bessis. "Potentialités de croissance des differents types de bourgeons chez la vigne." OENO One 19, no. 2 (June 30, 1985): 81. http://dx.doi.org/10.20870/oeno-one.1985.19.2.1320.
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<p style="text-align: justify;">Dans un vignoble de Pinot Noir en Bourgogne on applique une charge inégale comprise entre 0 et 16 noeuds, distribués sur des coursons à 1 ou 2 noeuds, ou une charge égale à 10 noeuds, distribués sur des coursons à 1 ou 2 noeuds, des baguettes à 5 ou 10 noeuds ou, enfin, de facon traditionelle (Guyot) sur une baguette et un courson. On observe que le nombre de rameaux surnuméraires, issus de bourgeons de base ou âgés de plus d'un an, se réduit linéairement à mesure que la charge augmente. Les ceps soumis à la taille Guyot produisent autant de pousses surnuméraires que de pousses d'origine nodale. La répartition des noeuds sur les ceps à charge égale n'a aucune influence sur le nombre de pousses surnuméraires.</p><p style="text-align: justify;">A la suite d'une sévère gelée intervenue juste après la fin du débourrement le nombre de rameaux par souche devient plus important qu'avant cet événement. La plupart des rameaux surnuméraires se trouvent sur le bois de deux ans. Sur d'autres ceps taillés sans baguette ni courson (charge 0) le débourrement se poursuit jusqu'au début de septembre si on enlève les pousses peu de temps après leur apparition. Mais l'intensité du débourrement est la plus grande pendant la période initiale. La relation entre la fréquence de débourrement des bourgeons surnuméraires et la méthode de conduite de la vigne est discutée.</p><p style="text-align: justify;">+++</p><p style="text-align: justify;">Pinot Noir vines in a Burgundy vineyard were pruned to unequal numbers of nodes, varying between 0 and 16 and distributed over 2 node spurs, or to 10 nodes distributed over spurs of 1 or 2 nodes, canes of 5 or 10 nodes or over one cane and one spur as is local practice (system Guyot). The number of 'extra' shoots arising from base buds or buds older than one year was in linear, negative relationship to the number of nodes per vine. Vines with Guyot-pruning produced as many extra shoots as shoots from nodes. Node distribution had no influence on the number of extra shoots on vines of equal node number.</p><p style="text-align: justify;">The vines carried more shoots after a severe spring frost that occurred just after the conclusion of bud burst than before this event. Most of the extra shoots arose on two-year-old wood. Other vines, left without nodes on one-year-old wood continued to produce shoots until early September under a regime of continuous shoot removal, but most shoots started growth during the early part of the season. The relationship between the development of extra shoots and the method of vine management is discussed.</p>
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Ribeiro dos Santos, Leonel. "Actualidade e Inactualidade da Ética Kantiana." Philosophica: International Journal for the History of Philosophy 16, no. 31 (2008): 127–60. http://dx.doi.org/10.5840/philosophica200816319.
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Après une réflexion à propos du sens de l’actualité ou de l’inactualité en philosophie, on s'intérroge sur les signes ambigus de la culture contemporaine qui peuvent indiquer soit le crépuscule de la morale soit le retour de l'éthique. Dans ce contexte on cherche à faire la récension et l'interprétation des témoignages d’un très récent intérêt pour la philosophie pratique de Kant, entendue au sens large en tant que philosophie morale, philosophie politique et philosophie du droit. Étant donné son caractère foncièrement universaliste qui l’immunise contre les éthnocentrismes, son style constructiviste grâce auquel les acteurs sont invités à participer dans l'élaboration des normes de sa conduite et son sens cosmopolite qui la rend sensible à l’unité essentielle et à la solidarité des êtres humains, la disposant en même temps pour comprendre la diversité des individus, des peuples et des cultures, la philosophie pratique de Kant montre son aptitude pour animer le débat éthique contemporain et pour aider à trouver des réponses aux questions éthicopolitiques d’une époque qui est attirée par deux phénomènes qui semblent contradictoires: la globalisation, qui rend homogènes les manières de penser et de vivre, et le multiculturalisme, qui rélativise, tribalise et banalise toutes les valeurs.
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Riding, Richard J., and Diana Burton. "Cognitive Style, Gender and Conduct Behaviour in Secondary School Pupils." Research in Education 59, no. 1 (May 1998): 38–49. http://dx.doi.org/10.1177/003452379805900105.
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Cognitive style, gender and conduct behaviour in secondary school pupils The tutor group/form teachers of a total of 341 pupils from two schools, A (Year 10, age 14-15 years) and B (Year 11, age 15-16 years), were asked to rate the classroom conduct behaviour of their pupils on a five-point scale from very poor to very good. The cognitive styles of the pupils were assessed by means of the Cognitive Styles Analysis, which indicated their positions on each of two style dimensions, Wholist-Analytic and Verbal-Imagery. There was a significant interaction between gender and the Wholist-Analytic style in their effect on behaviour, with the females behaving better than the males, and the male Wholists being the worst behaved. The findings are discussed in terms of the practical implications for schooling.
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Nsom, Nyuonguo Kenneth, Margaret Maih Teih, and Fabian Sundjo. "THE EFFECTS OF TRANSACTIONAL AND TRANSFORMATIONAL LEADERSHIP ON PERSONNEL CONDUCT." International Journal of Research -GRANTHAALAYAH 7, no. 6 (June 30, 2019): 155–64. http://dx.doi.org/10.29121/granthaalayah.v7.i6.2019.784.
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The focus of this paper has been to present how transactional and transformational leadership styles affect personnel conduct. A review of the literal works of others in relation to the practical application of these leadership styles as observed in the management of projects and the Cameroon Baptist Convention Health Services (CBCHS) central administration leadership, has been the inspiration to the conclusions made. From the empirical qualitative study conducted on 30 personnel, transactional leadership is all about personnel providing services, receiving payment (rewards) and or sanctions from the leadership. Results indicates that subordinates are either praised for hard work or sanctioned for failure to provide results or to meet up expectations as attested by 53% of the respondents. However, 60% observation indicates that transactional leadership through remuneration will facilitate goal attainment but general observation from the organization from full time employees, indicates that it will demotivate staff and slow down work. Interviews with some technical staff on the type of leadership style practiced by the department on project sites proved that transactional leadership has a negative impact on personnel conduct and can likely lead to the non-completion of projects. On the other hand, following the qualitative assessment, observation from the practice of transformational leadership style by the CBCHS central administration top leadership proves that the leadership style is primordial if leadership want to continue attend the goals of the organization and should be continue to be practiced. 86.7% of the personnel feel comfortable with the transformational leadership style of the top leadership style of the organization.
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Tarigan, Medianta, Luluatnul Luluatnul, Tiara Maulida, and Anastasia Wulandari. "KEPRIBADIAN, GAYA BERPIKIR, GAYA PEMECAHAN MASALAH, DAN GAYA PENGAMBILAN KEPUTUSAN." Proyeksi 14, no. 2 (November 20, 2019): 126. http://dx.doi.org/10.30659/jp.14.2.126-138.
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This research was conducted to investigate the contributions between personality, thinking style, problem solving style, and decision making style. 301 productive age people (25-44 years old) participated in this study. The researchers used the Myers-Briggs Type Indicator (MBTI) short version, the Gregorc Delineator Style (GDS), VIEW: Assessment of Problem Solving Style, and General Decision Making Style (GDMS). The analysis was performed using the multinomial regression analysis method. The results showed that thinking style is influenced by personality in which several aspects of personality affect several types of thinking styles. Problem solving styles are influenced by thinking styles where several types of thinking styles affect several types of problem solving styles. Decision making style is influenced by thinking style where several types of thinking style affect several types of decision making style. And there is no influence of the problem solving style on the overall decision making style, but several types of problem solving styles affect several types of decision making styles.
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Tunde-Ayinmode, M. F., and Olusola Abejide Adegunloye. "Parenting style and conduct problems in children: Case report of deliberate self poisoning in a Nigerian child." South African Journal of Psychiatry 17, no. 2 (June 1, 2011): 4. http://dx.doi.org/10.4102/sajpsychiatry.v17i2.256.
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The correlation between psychosocially unhealthy parenting styles and child psychopathology has been established. This case report describes how chronic harsh and overbearing paternal parenting style tipped a young boy into deliberate self poisoning with the aid of organo-phosphorous chemicals (rat poison). This report is purposed to increase the interest of physicians and psychiatrists in parenting style research and in how potentially its modification could be a therapeutic and preventive tool.
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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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Indahsari, Fernanda Ega, Yanti Sri Rezeki, and Eka Fajar Rahmani. "An Analysis of Language Styles used by The Main Character in “The Great Debaters” Movie." Journal of Scientific Research, Education, and Technology (JSRET) 2, no. 4 (December 3, 2023): 1710–18. http://dx.doi.org/10.58526/jsret.v2i4.287.
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This research was conducted in order to know the types of language styles and the dominant type of language styles used by the main character in The Great Debaters movie. This research used descriptive research approach to analyze the subject. This research used theory by Martin Joos (1976) to find the language styles in the main character’s utterances in the movie. The result showed that there are 48 data found from the main character’s utterances. The details of language styles found in the main character’s utterances in the movie were 0 data for Frozen Style, 7 data for Formal Style, 30 data for Consultative Style, 8 data for Casual Style, and 3 data for Intimate Style. The dominant type of language style used by the main character in The Great Debaters movie is Consultative Style with 30 data found. Also, there were 3 factors that influenced the language styles in the main character’s utterances in the movie, they were the Participants, the Setting, and the Topic.
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Gençöz, Faruk, Tülin Gençöz, and Özlem Bozo. "HIERARCHICAL DIMENSIONS OF COPING STYLES: A STUDY CONDUCTED WITH TURKISH UNIVERSITY STUDENTS." Social Behavior and Personality: an international journal 34, no. 5 (January 1, 2006): 525–34. http://dx.doi.org/10.2224/sbp.2006.34.5.525.
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An empirical examination was carried out of the hierarchical dimensions of coping styles in a Turkish sample. Ways of coping data were collected from 194 university students, subjected to factor analysis and 5 factors were obtained. These factors were subjected to second-order factor analysis which revealed 3 main dimensions. As predicted the first two dimensions were problem-focused coping and emotion-focused coping. The third dimension consisted of items related to seeking social support, implying the presence and importance of an indirect coping style. In addition to construct validity, Guttman split-half reliability and criterion validity of these three higher order factors revealed good reliability and validity outcomes. It was also emphasized that these 3 higher order factors constituted independent dimensions of coping styles. Implications of the results are discussed.
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Ermiyanto, Ermiyanto, Iman Asroa B.S, and Asnelly Ilyas. "Asesmen Diagnostik Gaya Belajar Siswa Kelas VII di SMPN 4 Padang Panjang." MANAZHIM 5, no. 1 (February 1, 2023): 166–77. http://dx.doi.org/10.36088/manazhim.v5i1.2845.
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The learning style diagnostic assessment is one of the main assessments that must be carried out in the independent curriculum. This study aims to raise the learning styles of class VII students at SMPN 4 Padang Panjang. The research question raised is what is the learning style of class VII students at SMPN 4 Padang Panjang? The research was conducted at SMPN 4 Padang Panjang by distributing a learning style questionnaire to students. The research population consisted of all students in class VII at SMPN 4 Padang Panjang and the sample was taken from students in class VII.I. The research was conducted on December 12, 2022 at SMPN 4 Padang Panjang. The results of the study describe the learning styles of class VII students at SMPN 4 Padang Panjang varying with a ratio of 33.9% to visual learning styles, 33.2% to auditory learning styles and 32.9% to kinesthetic learning styles. These learning style variations are spread out in relatively equal comparisons.
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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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Wijaya, Kesumawaty. "《穿过寒冬拥抱你》与《门锁》电影中比喻修辞的使用分析 PENGGUNAAN GAYA BAHASA PERUMPAMAAN PADA FILM “EMBRACE AGAIN” DAN “DOOR LOCK”." Journal of Language, Literature, and Teaching 4, no. 3 (March 20, 2023): 1–15. http://dx.doi.org/10.35529/jllte.v4i3.1-15.
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This research was conducted using a qualitative descriptive research method. Data collection techniques were carried out using documentation techniques and data sources in this study were dialogue transcripts in the films Embrace Again and Door Lock. In examining this research, the theories used are the style of language theory and the theory of qualitative analysis. In the results of this study, there are 3 types of figurative language styles found in the film Embrace Again, namely 3 simile language styles, 7 metaphor language styles and 9 allusion language styles. In Door Lock, there are 2 types of figurative language styles, namely 1 metaphor language style and 2 allusion language styles. From these results it can be seen that the figurative language style found in these two films more often uses the Allusion style of language. Also, the reason for using figurative language style by the writer is influenced by the usage of subjective and objective environment, but the writer places more emphasis on the usage of language style by emphasizing the mood of the character.
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Jima, Maria Julita, Fitriah Fitriah, and Yuliana Dua Solo. "ANALISIS GAYA BELAJAR SISWA SECARA VISUAL, AUDITORI DAN KINESTETIK TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPA." TEACHING AND LEARNING JOURNAL OF MANDALIKA (TEACHER) e- ISSN 2721-9666 4, no. 2 (October 31, 2023): 111–22. http://dx.doi.org/10.36312/teacher.v4i2.1952.
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This study aims to determine students' visual, audiotonal and kinesthetic learning styles on students' learning achievement, in class VIII B science subjects at SMP Negen 1 Mego. This research was conducted from 1 February to 28 February 2023. The method used is descriptive qualitative with percentages. Data collection was obtained through observation, questionnaires, interviews and documentation. From the analysis of visual, audiotonal and kinesthetic learning styles on student achievement that has been studied, the following results are obtained, visual learning styles during the learning process are included in the "Enough" category with a percentage of 65%, auditory learning style learning styles during the learning process are included in the "Enough" category. with a percentage of 62.22%, the kinesthetic learning style learning style during the learning process is included in the "Good" category with a percentage of 66.85% The most student learning style is the kanesthetic type. achieving learning mastery the learning achievement of the three learning styles is the most successful learning style audiotone.
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Pramesti, Ni Made Inten, and Ni Made Dwi Ratnadi. "Pengaruh Kecerdasan Emosional, Gaya Belajar Visual, Gaya Belajar Auditorial dan Gaya Belajar Kinestetik Pada Tingkat Pemahaman Akuntansi." E-Jurnal Akuntansi 30, no. 1 (January 14, 2020): 130. http://dx.doi.org/10.24843/eja.2020.v30.i01.p10.
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The level of one's accounting understanding can be influenced by emotional intelligence, visual learning styles, auditory learning styles and kinesthetic learning styles that exist within students. The purpose of the study was to determine the effect of emotional intelligence, visual learning style, auditory learning style and kinesthetic learning styles on the level of understanding of accounting. The research was conducted at the Faculty of Economics and Business, Udayana University. Respondents were 171 students majoring in accounting undergraduate program 2015 were determined by probability sampling method. Data were analyzed by multiple linear regression. Based on the results of the analysis, emotional intelligence has a positive effect on the level of accounting understanding. This shows that the better the emotional intelligence possessed by students causes the level of understanding of accounting increases. Visual learning style, auditory learning style and kinesthetic learning style have a positive effect on the level of understanding of accounting, this shows the better the learning style, the higher the level of understanding of accounting. The implications of the results of this study support cognitive theory which states the level of understanding of accounting is influenced by internal factors, namely emotional intelligence, visual learning style, auditory learning style and kinesthetic learning style.
Keywords: Understanding, Intelligence, Learning Style
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Sania Nasir, Dr. Shahid Hussain Mughal, and Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan." sjesr 4, no. 1 (March 6, 2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).
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In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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Faridah, Ririn, Haris Supratno, and Mudjito Mudjito. "Leadership style of high-achieving school principals in teacher professionalism." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3160–69. http://dx.doi.org/10.18844/cjes.v17i9.6958.
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This study aimed to describe the implementation of leadership styles of High-Achieving School Principals in teacher professionalism. This research was conducted using a qualitative method and a human instrument. The participants consisted of 1 school principal, 4 deputy principals, and 2 teachers. The data were collected using in-depth interviews, observation, and documentation. The obtained data were analyzed using data condensation, display, and verification. The results found that the leadership style of high achieving school principals did not only comply with one leadership style. Relationship-oriented, participatory, transactional, and transformative leadership styles were mostly applied in collaboration. Such collaborative leadership style became a strategic approach in supporting teacher professionalism. Of the four leadership styles, transformative style had been the most dominant style as the principal’s vision gave a positive energy to the teachers in developing their competence. Keywords: leadership, style, principal, teacher, professionalism;
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Benavides Nieto, Alicia, Miriam Romero López, María Fernández Cabezas, and M. Carmen Pichardo Martínez. "DEPORTE EN FAMILIA COMO PREVENCIÓN DE PROBLEMAS DE CONDUCTA DESDE EDADES TEMPRANAS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (November 4, 2017): 449. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.1014.
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Abstract.SPORT IN FAMILY AS PREVENTION OF BEHAVIOR PROBLEMS FROM EARLY CHILDHOODIn recent years, behavioral problems in early childhood have increased, conditioning the probability that problematic situations appear that compromises the personal and social adjustment of children, crystallizing in criminal behavior or harassment. In order to respond to this problem, recent studies provides scientific evidence about different interventions highlighting the influence of parenting styles in the infantile stage and the role of the sport in the promotion of prosocial conducts and self-control. Therefore, the objective of this article is, on the one hand, to know the relationship between the parenting styles, assessed form a child perspective, and preschoolers behavior problems and, on the other hand, to reflect on the benefits of family sport practice from a democratic, comprehensive and constructive perspective in preventing behavior problems in the preschool stage. The study involved 141 students (81 girls and 63 boys) aged 4 and 5 years old from Granada. Parenting styles are evaluated through PEF-H scale from Alonso y Román (2003), and behavioural problems through three BASC scales from Reynolds y Kamphaus (1992), adapted to spanish by González, Fernández, Pérez, y Santamaría (2004). The results show that the democratic style correlates significantly and negatively with attention problems. However, no significant relationship has been found between permissive style and behavioral problems. As for the authoritarian style, there is a positive and significant relationship with behavior problems. In conclusion, family democratic style is a protective factor for optimal development from an early age, being family sport practice a positive aspect to promote prosocial, respectful, entrepreneurial, self-control and critical conducts, as prevention of behavioral problems.Keywords: Family Intervention, Parenting styles, Behavior problems, Sport Psychology, Early childhood, Early childhood education.Resumen. En los últimos años los problemas de conducta en edad infantil han aumentado, condicionando la probabilidad de que aparezcan situaciones problemáticas que comprometan el ajuste personal y social de los menores, cristalizando en conductas delictivas o acoso. Para responder a esta problemática, investigaciones recientes aportan evidencias científicas acerca de diferentes intervenciones resaltando la influencia de los estilos educativos parentales en la etapa infantil y del papel del deporte en el fomento de conductas prosociales y de autocontrol. Por ello, el objetivo de la presente investigación es, por un lado, conocer la relación existente entre los estilos educativos parentales, evaluados desde la perspectiva infantil, y los problemas de conducta en niños de preescolar y, por otro, reflexionar sobre los beneficios de la práctica de deporte en familia desde una perspectiva democrática, comprensiva y constructiva en la prevención de problemas de conducta en la etapa preescolar. En el estudio participan 141 alumnos/as (81 niñas y 63 niños) de 4 y 5 años de Granada. Los estilos educativos se evalúan a través de la escala PEF-H de Alonso y Román (2003), y los problemas de conducta mediante tres escalas del BASC de Reynolds y Kamphaus (1992), adaptada al español por González, Fernández, Pérez, y Santamaría (2004). Los resultados obtenidos muestran que el estilo democrático correlaciona significativa y negativamente con los problemas de atención. Sin embargo, no se ha encontrado relación significativa entre el estilo permisivo y los problemas de conducta. En cuanto al estilo autoritario, se encuentra una relación positiva significativa con los problemas de atención. En conclusión, el estilo democrático familiar se presenta como factor de protección para el desarrollo óptimo desde edades tempranas, siendo la práctica del deporte en familia un aspecto positivo para fomentar conductas prosociales, respetuosas, emprendedoras, de autocontrol y críticas, como prevención de problemas de conducta.Palabras clave: Intervención familiar, Estilos educativos parentales, Problemas de conducta, Psicología del deporte, Edades tempranas, Educación infantil.
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Miloloža, Ivan. "Impact of Leadership Style to Financial Performance of Enterprises." Business Systems Research Journal 9, no. 1 (March 1, 2018): 93–106. http://dx.doi.org/10.2478/bsrj-2018-0008.
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Abstract Background: Measurement of financial performance of enterprises is an important part of balanced scorecard system. Previous research has indicated a relationship between leadership and financial performance of enterprises. Objectives: Purpose of the paper is to investigate the impact of leadership styles in Croatian enterprises to their financial performance. Methods/Approach: Survey research has been conducted on the sample of Croatian companies, measuring their financial performance and presence of leadership styles. Results: Overall, democratic style is the most often present in Croatian enterprises, followed by the authoritarian and laissez-faire styles. Conclusions: Small enterprises are more successful financially in the presence of the democratic style. Enterprises in the stagnation phase are more successful if all leadership styles are mixed together in practice, indicating the need to push the employees with all possible styles. Enterprises oriented towards international markets are more successful financially in the presence of the democratic style and the laissez-faire style.
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Royse, K. R., and R. G. Park. "Emplacement of the Nain anorthosite: diapiric versus conduit ascent." Canadian Journal of Earth Sciences 37, no. 8 (August 1, 2000): 1195–207. http://dx.doi.org/10.1139/e00-025.
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Estimation of settling velocities of large orthopyroxene megacrysts, found within anorthosite intrusions, are calculated and compared with ascent rates achieved by diapirism and conduit propagation. Calculations suggest that diapirism is far too slow to be an appropriate ascent mechanism for anorthositic crystal mush and favour conduit emplacement. The intrusions of the Nain Plutonic Suite (NPS) are located along the Abloviak shear zone, which marks the boundary between the Nain and Churchill provinces, and within the zone of juxtaposition of the Saglek and Hopedale blocks of the Nain Province. These crustal weaknesses have probably controlled the emplacement and distribution of the intrusions. Contact relations between intrusions of anorthosite and their gneissic host rock provide evidence for two emplacement styles within the NPS, the first typified by strongly deformed and recrystallized rocks, and the second by an outer border zone of mafic rocks. It is proposed that these differences in intrusive style are due to differences in ductility contrast between the magma and its surrounding host rocks, such that those intrusions emplaced into the thermally softened shear zone have deformed margins, whereas those intruded into the cooler Archaean crust have undeformed margins.
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R. Trinity, Chikwanda, and Gift Masaiti. "LEADERSHIP STYLE(S) PREDOMINANTLY USED IN COLLEGES OF EDUCATION IN ZAMBIA AND ITS INFLUENCE ON CREATION OF TEACHING AND LEARNING ENVIRONMENTS." International Journal of Education Humanities and Social Science 06, no. 05 (2023): 225–38. http://dx.doi.org/10.54922/ijehss.2023.0591.
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The article is an extract from PhD study that investigated leadership styles used by principals to administer four colleges of education in Zambia with the view to establishing the styles’ influence, pragmatism and suitability in creating conducive teaching and learning environments in the colleges studied. Using a cross section survey and mixed method research approach, the study analysed four leadership styles namely autocratic, democratic, laissez-faire and instructional to substantiate the most used style to manage two private and two government owned colleges studied. The analysis of generated data, guided by positivism paradigm, phenomenology and explanatory sequential strategy highlighted principals’ predominant use of autocratic leadership style which mostly had paucity influence towards creation of conducive teaching and learning environments much needed in institutions of learning for good academic performance. The Pearson Chi square p value of 0.760 obtained indicated that the style was statistically insignificant for positive creation of conducive environment, thus resulting in creation of poor to moderate environments inappropriate for effective teaching and learning and good performance of colleges in various aspects of college life. The researchers recommended intermittent use of this style to foster creation of conducive environments most needed for excellent performance of studied colleges.
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Fahim, Ayesha, Saba Rehman, Fariha Fayyaz, Mariyah Javed, Muhammad Anwaar Alam, Sadia Rana, Fahim Haider Jafari, and Mohammad Khursheed Alam. "Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire." BioMed Research International 2021 (October 18, 2021): 1–7. http://dx.doi.org/10.1155/2021/4355158.
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Students have unique preferences when it comes to knowledge acquisition, information processing, retention in memory, and recall. This study is aimed at examining the preferred learning styles of medical and dental undergraduate students of Pakistan. It is also aimed at investigating the influence of gender, preclinical or clinical academic year, and academic record on the preferred learning style. A descriptive cross-sectional study was conducted in Pakistan. The learning styles of undergraduate students were identified using visual, aural, read/write, and kinesthetic (VARK) questionnaire. Students were also asked about their satisfaction towards teaching style of their teachers in institute. Descriptive statistics were done to characterize the learning styles of the students. The Fisher test and chi-square test were used to compare the learning preferences between genders and public/private sector students and among preclinical/clinical years. A p value of less than 0.05 was considered significant. A total of 1473 students participated in the study. Among the students, 39.37% preferred unimodal learning style whereas 60.62% preferred multimodal style. Kinesthetic (K) and visual (V) were the most preferred unimodal styles. The preferred learning styles of female students are aural (A), visual (V), and kinesthetic (K), whereas male students preferred visual (V) and kinesthetic more (K). Students with lower academic record chose unimodal styles in comparison to high achievers that chose multimodal styles. Students of clinical year preferred multimodal and quadmodal styles in comparison to preclinical year students. An alarming 78% of students were dissatisfied with their teacher’s instructional style. Majority of students prefer multimodal learning styles over unimodal style. Gender, public/private sector, and academic record have influence on the preference of learning styles. Majority of the students are dissatisfied with their teacher’s instructional style and rely on social media platforms for understanding. Academics need to adapt their teaching methods according to student preferences in order to get better graduates.
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Zachariah, Shilu Mariam, S. Karthikeyan, and K. S. Deepak. "Learning Style Preferences and Its Effect on Academic Performance Among Undergraduate Medical Students at Government Medical College, Palakkad." Journal of Medical Sciences and Health 9, no. 2 (October 31, 2023): 152–56. http://dx.doi.org/10.46347/jmsh.v9i2.22.4.
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Introduction: Learners have their own preferences in receiving and processing information. Finding out different learning styles of students is important to provide students with a better learning experience. Aims: To find out the different learning styles of students and association of gender and academic performance with learning styles. Methods and Material: A cross-sectional study was conducted among 100 medical students using convenience sampling method. The questionnaire used in the study was Honey and Mumford Learning Style Questionnaire. Learning styles were accordingly described as Activist, Theorist, Pragmatist and Reflector. Socio-demographic variables like age and gender as well as previous university examination score of the students were also collected. The data was analysed in terms of proportions, chi-square test and one-way ANOVA. Results: Out of 100 students, 74% were females and the remaining 16% were males. The highest mean value of the scores was found for reflector style of learning (15.59±2.4) followed by pragmatist (13.4±2.6). The lowest mean score was found for activist style of learning (12.26±3.0). 51.1% of students showed very strong inclination for activist learning style, 40% of students showed a strong inclination for reflector learning style, 45.6% had a moderate preference for theorist learning style and 55.6% of students had a moderate preference for pragmatist learning style. Conclusions: The students had more preference for activist and reflector learning styles. Gender and previous academic performance did not show any significant association with the learning styles. Keywords: Learning styles, Honey and Mumford questionnaire, Activist, Theorist, Pragmatist Reflector, academic performance
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Rojas-Jara, Constanza, Claudio Díaz-Larenas, Jorge Vergara-Morales, Paola Alarcón-Hernández, and Mabel Ortiz-Navarrete. "Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas." Revista Electrónica Educare 20, no. 3 (September 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.7.
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This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.
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Nugraha, Ari, Tomoo Inoue, Tamara Adriani Salim, and Muhammad Hanif Inamullah. "A Dialogue-Like Video Created From a Monologue Lecture Video Provides Better Learning Experience." International Journal of Distance Education Technologies 21, no. 1 (November 21, 2023): 1–21. http://dx.doi.org/10.4018/ijdet.334012.
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Video is the most widely used format to deliver a lecture by the tutor/lecturer in electronic distance learning. One of the video presentation styles is a dialogue style where the learning material is presented with a dialogue between a tutor/teacher and a tutee student. The presence of the tutee and dialogues provide cues that enable the observer student to pay more attention to the video. However, most video lectures available are in a monologue style. The authors developed a system that transforms a monologue-style lecture video into a dialogue-like video style by adding a synthetic tutee agent. They conducted a within-subject design experiment involving first-year undergraduate students comparing this dialogue-like video style with other two traditional video lecture styles, the monologue, and dialogue styles. The evaluation found that students perceived the dialogues in the dialogue and dialogue-like style supported them to have a better learning experience. The finding indicates that this dialogue-like video style has a comparable effect on the traditional dialogue video.
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Lamowa, Rachmad Abubakar, Santi Irawati, and Subanji Subanji. "Proses metakognitif siswa dalam menyelesaikan masalah matematika berdasarkan gaya belajar VAK (visual, auditori, dan kinestetik)." Jurnal Kajian Pembelajaran Matematika 6, no. 1 (April 6, 2022): 38. http://dx.doi.org/10.17977/um076v6i12022p38-47.
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This study aims to describe students' metacognitive processes in solving mathematical problems based on the VAK (Visual, Auditory and Kinesthetic) learning style. The research method used in this research is descriptive qualitative. The research was conducted in the eighth grade of MTs Satu Atap Al-Hidayah on Jl. Pattimura Gg. VI No. 300 Gelonggong Temas, Batu City. Students are identified their learning styles through questionnaires and then given questions related to solving problems that are open-ended. Of the 15 students studied, there were three students with a visual learning style, three students with an auditory learning style and five students with a kinesthetic learning style. The results of the analysis show that the best metacognition process occurs in students with visual learning styles which are indicated by the achievement of the most indicators and followed by students with kinesthetic learning styles and then students with auditory learning styles. The results showed that the learning style did not significantly affect the students' metacognition process, but rather the understanding of the concept.
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Lumbre, Angelina P., Ma Nympha Beltran-Joaquin, and Sheryl Lyn C. Monterola. "Relationship between Mathematics Teachers’ Teaching Styles and Students’ Achievement in Mathematics." Athens Journal of Sciences 10, no. 1 (February 14, 2023): 9–30. http://dx.doi.org/10.30958/ajs.10-1-1.
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This study investigated the relationship between teaching styles of 30 grade 9 mathematics teachers and the achievement of their 1489 students. The Grasha Model of learning styles was adapted in the study. Results of the analysis indicated a significant relation between teaching style and student achievement based on students' highest mean percentage score. Approximately 39% of the total variance in students’ achievement is attributable to the difference between the teaching styles. Post hoc comparisons showed that students whose teachers exhibit the Expert style, as well as those whose teachers use a combination of teaching styles have significantly higher achievement scores than students whose teachers employ the Formal Authority style of teaching. Since favorable teaching styles were identified from this study among grade 9 teachers and students, a wider research on the association of teaching styles and student achievement in mathematics focusing on other grade levels is being put forward. This may also help determine at which grade level student achievement starts to decline and further identify effective teaching styles appropriate for each grade level. Pre-service teacher training and in-service teacher retooling may likewise be conducted to leverage academic learning by allowing teachers to discover their teaching styles and improve on them. Keywords: teaching style, students’ achievement, mathematics
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Lailiyah, Putri, Muhammad Saifuddin Zuhri, and Dhian Endahwuri. "Profil Kemampuan Metakognisi Siswa dalam Memecahkan Masalah Kontekstual Matematika Ditinjau dari Gaya Belajar." Jurnal Kualita Pendidikan 4, no. 1 (April 30, 2023): 82–88. http://dx.doi.org/10.51651/jkp.v4i1.380.
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Students' metacognitive abilities in solving mathematical contextual problems are quite low, one of the reasons is the differences in students' learning styles. This study aims to describe students' metacognitive abilities in solving mathematical contextual problems in terms of visual learning styles, auditory learning styles, and kinesthetic learning styles. This type of research is a descriptive qualitative research. This research was conducted at SMP N 34 Semarang in 2023/2024. The subjects of this study were students in class VIII G consisting of 1 student with a visual learning style, 1 student with an auditory learning style, and 1 student with a kinesthetic learning style. The data collection method used is a learning style questionnaire, metacognition ability tests, and interviews. While the triangulation used in this study is time triangulation. The results of this study indicate that 1 student with a visual learning style is able to master 1 of the 3 indicators of cognitive ability and tends to have low metacognition ability. Students with an auditory learning style are able to fulfill 3 of the 3 indicators of metacognitive ability and tend to have high metacognitive abilities. Students with a kinesthetic learning style are able to fulfill 2 of the 3 indicators of metacognitive ability and tend to have moderate metacognitive abilities. Based on the results of the analysis, it can be seen that students' metacognitive abilities in solving mathematical contextual problems with the subject of auditory and kinesthetic learning styles are higher than the subject of visual learning styles.
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Hrabec, Ondřej. "Categorizing Play Styles in Competitive Gaming." International Journal of Gaming and Computer-Mediated Simulations 9, no. 4 (October 2017): 62–88. http://dx.doi.org/10.4018/ijgcms.2017100104.
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This article addresses the concept of play style, which has been insufficiently explored in research on video game players despite the diversity of empirically observable play styles in competitive gaming. The main proposition of this article is that play style is a pattern that predicts players' behavior, their perceptions and their interactions. A qualitative analysis was conducted to better understand the term “style” in gamer culture based on an extensive examination of players' texts and interviews with professional gamers and commentators. The results identify categories corresponding to seven general styles that relate to gamer terminology and play theory. The results also suggest a richness, dynamic interrelatedness and changeability of styles. Furthermore, there may be similarities among different play styles with regard to their activity components despite the different intentional patterns that direct players' behaviors.
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Murfi, Ali, and Noneng Siti Rosidah. "Analisis Gaya Belajar Siswa Berprestasi Studi Komparasi Siswa Berprestasi SMAN 1 dengan MAN 1 Yogyakarta Kelas XI." Jurnal Pendidikan Madrasah 1, no. 2 (December 7, 2016): 295–308. http://dx.doi.org/10.14421/jpm.2016.12-10.
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This study was conducted, first, analyzed to determine the learning styles of students excel in Mathematics and Science subjects in class XI SMAN 1 and MAN 1 Yogyakarta by applying the theory of David Kolb's learning style. Second, to predict the differences and similarities of learning styles of students achievement in learning Mathematics Class XI SMAN 1 and MAN 1 Yogyakarta. 18 research subjects were drawn from students of class XI. Determining the subject of research is done by using purposive sampling technique that refers to the result of the average value of UTS Mathematics which is the third highest of any class. The results showed that: (1). Students' learning styles achievement in Mathematics and Science subjects in class XI SMA N 1 and MAN 1 Yogyakarta is varied. This is evidenced by the results if the data obtained show that the student has a unique learning style of each and likely to lead to the individual's personality. Based on the analysis of student learning styles achievement shows that students SMA N 1 Yogyakarta been the subject of much research as 4 students have a learning style Assimilator, 3 students have learning styles Konverger, one student has a learning style Akomodator and one student has a learning style Diverger again. While students perform at MAN 1 Yogyakarta who is the subject of research, as many as four people have Akomodator learning styles, each two students have learning styles Assimilator and Diverger, then one student again has a learning style Konverger. (2). Differences in learning styles that happens is the individual habits that become unique to them. Students perform at SMA N 1 Yogyakarta dominates the Assimilator learning styles, while students of MAN 1 Yogyakarta dominates the Akomodator learning styles.
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Nur Khomsanah, Joko Sulianto, and Qoriati Mushafanah. "ANALISIS GAYA BELAJAR PESERTA DIDIK SEBAGAI PERSIAPAN PEMBELAJARAN DIFERENSIASI DI KELAS 1 SD SUPRIYADI 02 SEMARANG." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 2 (July 7, 2023): 4979–93. http://dx.doi.org/10.36989/didaktik.v9i2.1291.
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This study aims to get an overview of the tendency of participants' learning styles as a preparation for differentiated learning in class 1B SD Supriyadi 02 Semarang. The results of this research are intended for initial assessments in overall differentiated learning. This research is a qualitative descriptive research. The method used is a survey with a self-developed learning style questionnaire based on Bobby De Potter's formulation of learning styles. According to Bobby De Potter there are 3 types of learning style tendencies, namely visual, auditory, and kinesthetic. Based on the results of the research, it shows that there are no students who absolutely only rely on one learning style. Learners' learning styles show a combination of the three learning styles. Differentiated learning is intended to facilitate the diverse needs of students. The research was conducted by PPL 1 students of the elementary school teacher education professional program, and the research was conducted on class 1B students because the mapping of students' needs should have started from the beginning when students entered a school.
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Shirzad, Galin. "The role of Maternal Attachment Styles in Predicting the Parent-Child Relationship and Anxiety Disorders in Children." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 249–55. http://dx.doi.org/10.18844/prosoc.v3i3.1560.
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The present study was conducted to assess the role of maternal attachment styles in predicting anxiety disorders in children. The present correlational study was conducted on 300 mothers and primary school students in Tehran selected through multistage random cluster sampling. The data collection tools used included the Adult Attachment Scale and Spence Children’s Anxiety Scale. The data obtained were then analyzed using the multivariate regression, the multivariate analysis of variance and the Pearson Correlation test. The results obtained showed that attachment styles predict anxiety disorders. There was a negative relationship between the secure attachment style and children’s anxiety and a positive relationship between the insecure attachment style and anxiety disorders. Problems in separation, the lack of tolerance for turmoil and the tendency to believe that events are out of one’s own control are mechanisms that explain the relationship between attachment styles and anxiety. Anxiety disorders associated with the parent-child interactions can be reduced through identifying the attachment style with the parents as a factor associated with children’s anxiety.Keywords: attachment styles; anxiety disorders;
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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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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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Rolipa, Rolipa, Ketang Wiyono, Sudirman Sudirman, Apit Fathurohman, and Leni Marliana. "An Analysis of Learning Styles on Renewable Energy Material in Independent Curriculum for Differentiation Learning." Jurnal Ilmiah Pendidikan Fisika 7, no. 2 (August 29, 2023): 328. http://dx.doi.org/10.20527/jipf.v7i2.9250.
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This study aims to analyze the effectiveness of student learning styles on renewable energy material in the independent curriculum for differentiation. This research is a qualitative descriptive study. The method used was a learning style survey in the form of a questionnaire developed by Chislett and Chapman, which was conducted on 30 students in class X.4 of SMA Negeri 3 Banyuasin III. The results of the learning style survey were then analyzed and grouped by researchers according to the characteristics of learning styles, namely 50% visual learning style, 30% audio learning style, and 20% kinesthetic learning style. These results indicate that the tendency of students' learning styles varies in one class. Furthermore, a pretest and posttest assessment of renewable energy material was held for students. As for the results of the analysis of pretest, posttest, and gain learning outcomes, the average obtained by visual students was 19.3, audio 22.6, and kinesthetic 23.3 for posttest visual learning styles (77.0, audio 78.3, and kinesthetic 81.0), and visual gain was 57.7, audio 55.7, and kinesthetic 57.6. N-gain was analyzed to see the increase in learning outcomes, which obtained results for an average visual learning style of 0.71, audio 0.72, and kinesthetic 0.75. From this analysis, it can be concluded that differentiated learning with the learning style of renewable energy material can increase the number of students learning in the high category.
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Anggraini, Angelia. "A Study of Speech Styles Used by the Host in Mata Najwa and Catatan Najwa." K@ta Kita 9, no. 2 (October 23, 2021): 128–35. http://dx.doi.org/10.9744/katakita.9.2.128-135.
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I conducted this study to investigate speech styles used by Najwa as the host in Mata Najwa Part 8 - Republik Digital: Bisnis Digital dan Peluangnya, Mata Najwa Part 9 - Republik Digital: Tips Membangun Bisnis Digital, and Catatan Najwa Part 2 - Ide-Ide Brilian Bos Sido Muncul to the younger and older guests. The underlying theory used is Speech Style from Chaer and Agustina (2010) and Indonesian: Standard Indonesian (Bahasa Baku) and Non-standard Indonesian (Bahasa Tidak Baku) from Prihantini (2015). This study was done using a qualitative approach. The data analysis revealed that Najwa as the host of Mata Najwa and Catatan Najwa, used formal style, consultative style, casual style, and intimate style when talking to her younger and older guests. Najwa did not use the frozen style when talking to her guests. Keywords: speech styles, age, host, talk show
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Tuan, Ha Manh, Tran Thi Hong Huong, and Le Viet Tung. "Conflict management styles of nurse managers and influencing factors in children’s hospital, Vietnam." Journal of Integrative Nursing 5, no. 4 (2023): 266–72. http://dx.doi.org/10.4103/jin.jin_103_23.
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ABSTRACT Objective: This study aimed to describe the conflict management styles and identify factors affecting the conflict management styles of nurse managers. Materials and Methods: A cross-sectional study was conducted by interviewing nurse managers with a questionnaire, including the Rahim Organizational Conflict Inventory-II Form B, used to assess an individual’s approach to conflict management across five styles: cooperating, competing, compromising, obliging, and avoiding. Results: A total of 30 nurse managers participated in this study. The mean scores of the cooperating style were the highest at 4.3 ± 0.4, followed by a compromising style at 3.4 ± 0.5, an avoiding style at 3.1 ± 0.6, an accommodating style at 2.9 ± 0.7, and a competing style at 2.8 ± 0.8 (χ2 = 66.624, P < 0.001). The mean scores for avoiding style among bachelor’s degree nurse managers (3.2 ± 0.6) were higher than those of master’s degree nurse managers (2.7 ± 0.6) (P = 0.036). Nurse managers over 40 years old, holding a managerial position for ≥10 years, and frequent conflict handling rated higher mean scores for the cooperating style than their counterparts (P < 0.05). Conclusion: The cooperating style was the most commonly used conflict management style among nurse managers. Factors affecting the conflict management style were age, education level, and experience in management and conflict handling. These findings are useful for developing interventions that enhance the competencies of nurse managers in conflict management.
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Antonów, Karolina, and Krzysztof Zdziarski. "Personality factors and style of coping with stress in women and men." Journal of Education, Health and Sport 12, no. 6 (June 29, 2022): 282–95. http://dx.doi.org/10.12775/jehs.2022.12.06.028.
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This article presents personality factors juxtaposed with coping styles among men and women aged 18 to 71 years. The first section describes the concept of personality, its components, and the definition of stress and coping styles. Personality traits were examined using the NEO-FFI Personality Inventory and coping styles were examined using the Coping with Stress Questionnaire (CISS). The study was conducted in a sample of 175 men and women, and data were collected using online methods. There was a positive correlation between task-focused style and extraversion, openness to experience, agreeableness, and conscientiousness. In contrast, between the emotion-focused style a very strong positive correlation was shown only with neuroticism. There are low or statistically insignificant correlations between avoidance-focused style and personality factors.
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Hudaa, Syihaabul. "GAYA BAHASA PADA LIRIK-LIRIK LAGU KARYA IWAN FALS DALAM ALBUM 50:50 2007." BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, no. 2 (March 9, 2020): 84. http://dx.doi.org/10.26499/bebasan.v6i2.113.
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This research aims to find the type, function, and meaning of any language style contained in the song lyrics of Iwan Fals album 50:50 2007. This study examines each song lyrics contained therein, and grouping them according to the type of language style, as well as studying its function, then knowing the meaning to be conveyed through the lyrics of the song. This study uses a qualitative approach using content analysis methods. The researcher first collected data in the form of song lyrics, then conducted an analysis of the linguistic style of song lyrics by Iwan Fals in the 50:50 2007 album to find the function of the type of language style found, as well as what meaning was contained in it. The research results found by researchers namely in the 50:50 2007 album found 3 types of language style groups, namely: (1) comparative language styles, (2) conflicting language styles, (3) affirmative language styles. Of all the existing language styles, the author is more dominant to use a metaphorical language style in conveying the message to be conveyed through the lyrics of the song. By finding the style of language in the lyrics of the song, the reader can understand the message conveyed. The results found by researchers, the 50:50 album by Iwan Fals is more dominant using the style of the metaphorical language. The use of metaphorical style of language is considered to represent the feelings of the writer to be conveyed to the listener or reader.
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Shafqat, Asmara, and Najeeb us Saqlain. "Relating Perceptual Learning Styles of Engineering Students with Scanning Information in Text Scores." International Journal of English Linguistics 9, no. 5 (August 26, 2019): 257. http://dx.doi.org/10.5539/ijel.v9n5p257.
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There are numerous factors, which reasonably affect teachers’ instructions. One of these factors is being aware of the learners’ learning styles. Shea’s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners’ unique learning style preferences that consequently affect teaching methodologies in all educational settings.
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Niu, Jianwei, and Xuehai Ma. "The Impact of Stressful Life Events on Academic Burnout among College Students: A Moderated Mediation Model." Yixin Publisher 2, no. 3 (March 30, 2024): 1–9. http://dx.doi.org/10.59825/jet.2024.2.3.1.
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To explore the relationship between stressful life events and college students learning burnout, as well as the mediating effect of anxiety and the moderating effect of coping style, this paper conducted a questionnaire survey on 568 college students by using stressful life events scale, learning burnout scale, coping style scale and self-rating anxiety scale. The results show that stressful life events are negatively correlated with positive coping styles, positively correlated with negative coping styles, anxiety and learning burnout, and positively correlated with negative coping styles, anxiety and learning burnout. Anxiety has a significant mediating effect between stressful life events and college students’ learning burnout; Positive coping style significantly negatively regulates the influence of stressful life events on anxiety and learning burnout of college students, while negative coping style significantly positively regulates the influence of stressful life events on anxiety and learning burnout of college students. Anxiety plays an intermediary role between stressful life events and college students’ learning burnout, and this intermediary role is regulated by negative coping styles.
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Koutouzis, Manolis, and Konstantina Malliara. "Teachers’ job satisfaction: the effect of principal’s leadership and decision- making style." International Journal of Education 9, no. 4 (December 14, 2017): 71. http://dx.doi.org/10.5296/ije.v9i4.10272.
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Research on school effectiveness indicates that teachers’ job satisfaction is a factor which significantly affects many aspects of quality in education. It has been demonstrated that two factors which contribute significantly to the increase of teachers’ job satisfaction are: principal’s leadership style and principal’s decision-making style. The purpose of this paper is to examine the relationship between teachers’ job satisfaction, leadership style and decision-making style. A research survey was conducted and data collected through a self-reported questionnaire. The questionnaire consisted of one demographic and 3 standard instruments – “General Index of Job Satisfaction”, “Multifactor Leadership Questionnaire”, “General Decision-Making Style Instrument”- and was completed by 156 teachers in Magnesia Prefecture, Greece. Analysis of data indicates that there is a relationship between principal’s decision-making style and hir/her leadership style as transformational leadership style as well as the transactional one relate positively to teachers’ job satisfaction. Finally, two decision-making styles were proved to be related to teachers’ job satisfaction in primary schools: the rational decision-making style and the dependent one. The present study provides useful information about the way principals could contribute to the increase of teachers’ job satisfaction. In order to increase teachers’ job satisfaction, principals should use a mix of different leadership styles and decision-making styles that respond better to each situation.
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Tanveer, Yasir, Qi Jiayin, Umair Akram, and Anum Tariq. "Antecedents of frontline manager handling relationship conflicts." International Journal of Conflict Management 29, no. 1 (February 12, 2018): 2–23. http://dx.doi.org/10.1108/ijcma-03-2017-0021.
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Purpose Conflicts are inevitable in organizations and are a significant challenge for frontline managers (FLMs). This study aims to investigate the relationship between the leadership styles of FLMs and relationship conflicts (RLCs), with the indirect intervention of emotion regulation (ER) and five conflict-handling styles (CHSs). Design/methodology/approach Research data were obtained from 243 FLMs in the Pakistan textile industry. SPSS 23 and PROCESS macros software were used to test and verify hypotheses regarding leadership styles, ER, CHSs and RLC. The authors conducted 5,000 bootstrap replications to verify mediation. Findings Leadership styles are significantly associated with RLC. A high degree of ER can negatively moderate RLCs through transformational leadership (TFL) and transactional leadership (TCL) styles and positively moderate RLCs through a laissez-faire leadership (LZF) style. Among CHSs, a compromise style mediates the relationship between RLC and the TFL and LZF styles, and a domination style mediates the relationship between RLC and the TCL style. Practical implications FLMs should be trained to overcome workplace interpersonal conflicts. Appropriate cognizance of a conflict before it occurs is a requisite skill. FLMs must be able to use all five given CHSs. Originality/value This study identifies the association of leadership styles with CHSs and ER to manage RLC in a non-Western context. The study enhances understanding of the use of the ER factor with the different CHSs of FLMs.
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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.