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Binford, Lewis R. "Styles of style." Journal of Anthropological Archaeology 8, no. 1 (March 1989): 51–67. http://dx.doi.org/10.1016/0278-4165(89)90006-8.
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Roof, Judith. "The Styles of Style." American Literary History 36, no. 2 (May 1, 2024): 578–86. http://dx.doi.org/10.1093/alh/ajae032.
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Baxter, Amy L., J. Camille Welch, Bonnie L. Burke, and Daniel J. Isaacman. "Pain, Position, and Stylet Styles." Pediatric Emergency Care 20, no. 12 (December 2004): 816–20. http://dx.doi.org/10.1097/01.pec.0000148030.99339.fe.
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Shusterman, Richard. "Style et styles de vie." Littérature 105, no. 1 (1997): 102–9. http://dx.doi.org/10.3406/litt.1997.2435.
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Cann, Arnie, M. Ashley Norman, Jennifer L. Welbourne, and Lawrence G. Calhoun. "Attachment styles, conflict styles and humour styles: interrelationships and associations with relationship satisfaction." European Journal of Personality 22, no. 2 (March 2008): 131–46. http://dx.doi.org/10.1002/per.666.
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Relationships among attachment styles, conflict styles and humour styles were examined in the context of romantic relationships. Each style was assumed to be based upon underlying assumptions about self and others, so relationships among the measures were predicted. A model assuming that the relationship of attachment styles to relationship satisfaction was partially mediated by the conflict styles and humour styles was tested. Overall, the predicted relationships among the three measures were supported. Conflict styles and humour styles reflecting attitudes about others were related to the avoidance attachment style, while those reflecting attitudes about the self were related to the anxiety attachment dimension. Conflict styles and humour styles were mediators of the association of attachment style with relationship satisfaction. Copyright © 2007 John Wiley & Sons, Ltd.
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Lassalle, Hélène. "Du Style : le style et les styles." Ligeia N°17-18, no. 1 (1995): 67. http://dx.doi.org/10.3917/lige.017.0067.
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Saeed, Tahir, Shazia Almas, M. Anis-ul-Haq, and GSK Niazi. "Leadership styles: relationship with conflict management styles." International Journal of Conflict Management 25, no. 3 (July 8, 2014): 214–25. http://dx.doi.org/10.1108/ijcma-12-2012-0091.
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Purpose – The purpose of this study is to examine the relationship between leadership styles and conflict management styles among managers, while handling interpersonal conflict (mangers and subordinates). Design/methodology/approach – Middle-level managers (N = 150) from different private sector manufacturing industries were included in the study to seek responses through questionnaire based on instruments for conflict management and leadership styles. Findings – Managers who perceived to exhibit more on transformational leadership style adopted integrating and obliging style of conflict management. Those who perceived to exhibit more on transactional style opted for compromising style of conflict management. Whereas, managers perceived to exhibit laissez-faire leadership style adopted avoiding style to manage conflicts with subordinates. Originality/value – Despite the universal acceptance of leadership importance in corporate settings, research so far investigated leadership styles as determinants of conflict management styles are population-specific, including nursing managers (Hendel, 2005), university academic staff (Paul, 2006) and healthcare professionals (Saeed, 2008). Furthermore, the findings in the referred studies are not consistent, and this issue seems to be at an exploratory phase that requires further investigation to establish the relationship. Blake and Mouton (1964) and Rahim (1992) tried to measure the strategies in which individuals typically deal with the conflicts. This approach treated conflict styles as individual disposition, stable over time and across situations. It is argued and supported by literature that leadership styles or behaviors remain stable over time and are expected to be significantly related to conflict management styles (Hendel, 2005).
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Mitsyuk, Alexey Alexandrovich, and Nikolay Arsenovich Jamgaryan. "What Software Architecture Styles are Popular?" Proceedings of the Institute for System Programming of the RAS 33, no. 3 (2021): 7–26. http://dx.doi.org/10.15514/ispras-2021-33(3)-1.
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One can meet the software architecture style's notion in the software engineering literature. This notion is considered important in books on software architecture and university sources. However, many software developers are not so optimistic about it. It is not clear, whether this notion is just an academic concept, or is actually used in the software industry. In this paper, we measured industrial software developers' attitudes towards the concept of software architecture style. We also investigated the popularity of eleven concrete architecture styles. We applied two methods. A developers’ survey was applied to estimate developers' overall attitude and define what the community thinks about the automatic recognition of software architecture styles. Automatic crawlers were applied to mine the open-source code from the GitHub platform. These crawlers identified style smells in repositories using the features we proposed for the architecture styles. We found that the notion of software architecture style is not just a concept of academics in universities. Many software developers apply this concept in their work. We formulated features for the eleven concrete software architecture styles and developed crawlers based on these features. The results of repository mining using the features showed which styles are popular among developers of open-source projects from commercial companies and non-commercial communities. Automatic mining results were additionally validated by the Github developers survey.
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Ford, Thomas E., Katelyn A. McCreight, and Kyle Richardson. "Affective Style, Humor Styles and Happiness." Europe’s Journal of Psychology 10, no. 3 (August 13, 2014): 451–63. http://dx.doi.org/10.5964/ejop.v10i3.766.
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The present study examined the relationships between dispositional approach and avoidance motives, humor styles, and happiness. In keeping with previous research, approach motives and the two positive humor styles (self-enhancing and affiliative) positively correlated with happiness, whereas avoidance motives and the two negative humor styles (self-defeating and aggressive) negatively correlated with happiness. Also, we found support for three new hypotheses. First, approach motives correlated positively with self-enhancing and affiliative humor styles. Second, avoidance motives correlated positively with self-defeating humor style, and third, the positive relationship between approach motives and happiness was mediated by self-enhancing humor style.
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Rajbhandari, Mani Man Singh. "Dominant Leadership Styles: A Multi-Flex leadership styles blend towards the Educational Effectiveness." Journal of Educational Thought / Revue de la Pensée Educative 55, no. 1 (July 7, 2022): 69–88. http://dx.doi.org/10.55016/ojs/jet.v55i1.75675.
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Abstract: The purpose of this study was to explore the dominant leadership styles among the four traditional leadership styles: 1) Autocratic, 2) Bureaucratic, 3) Democratic and 4) Laissez –Faire/Free rein/Abdicratic.Within these four traditional leadership styles, this study attempts to explore the dominant leadership styles using the theory of multi-flexleadership styles blends. A conceptual theoretical construction amongst theleadership styles was correlated to categories associated with multi-flex leadership styles. This approach allowed for the four traditional leadership styles to be investigated more thoroughly. These findings that resulted from this exploration highlight how the six multi-flex leadership styles blend with traditional leadership styles. Moreover, blending three or moreleadership styles produces lesser multi-flex leadership styles that can be associated with more dominant approaches to leadership styles. Dominant leadership styles were predetermined by the context, followership domain and the leader. Any two leadership styles can generate multi-flexleadership styles (higher applicability of one styles and lesser to another or vice versa). Thus, the leadership applicability of these styles generatetwelve sets of multi-flex leadership styles. Not all of these leadership multiflex blends can produce reliable information about contextual settings or the followership domain. Therefore, the appropriateness of leadership blend is a pivotal area that a leader must be aware of in order to understand both the demand from the context, the followership needs and the capability to integrate one dominant style with another. Multi-flex style blend can even be more essential during a crisis. For example, during the COVID-19 pandemic, which instigated the need for change, there was aneed for a change in leadership styles. The higher applicability of any one leadership style with one that is less applicable can be considered a dominant leadership style. Thus, a higher applicability of any one leadership style using the multi-flex blend approach may be considered a dominant leadership style.
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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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Br Sitepu, Ester Febrina, Ayuna Zahara, Ardhia Amalya Cahyani Putri, and Rahmadsyah Rangkuti. "THE ANALYSIS OF LANGUAGE STYLE USED IN MERRY RIANA’S YOUTUBE CHANNEL ON THE PLAYLIST ‘SPOKEN WORD’." Bahtera: Jurnal Pendidikan Bahasa dan Sastra 22, no. 2 (July 13, 2023): 137–53. http://dx.doi.org/10.21009/bahtera.222.02.
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The aim of this study was to find out the types of language styles and identify the dominant style of language used by Merry Riana in her selected motivational speech videos as a motivator. The data of this study were taken from Merry Riana’s YouTube Channel and the researchers chose 3 motivational speech videos in the "SPOKEN WORD" playlist. In analyzing the data, the researchers used descriptive qualitative method. The researchers used the theory proposed by Martin Joss (1967) to identify the types of language styles. According to Martin Joss (1967), there are five language styles: frozen style, formal style, casual style, consultative style, and intimate style. The researchers found that in Merry Riana’s motivational speech used three language styles from five language styles proposed by Martin Joss. There were 64 formal styles, 42 casual styles, and 4 intimate styles from the 117 sentences uttered by the speaker in the selected video. The most dominant style of language found in this study was the formal style.
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SHUJAAT, JAWWAD MUHAMMAD, MUHAMMAD NAVEED RIAZ, and HUMAIRA YASMIN. "Impact of Decision-Making Styles on Leadership Styles in Business Managers." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 208–15. http://dx.doi.org/10.30543/10-1(2021)-17.
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The present study was sought to examine the role of rational, intuitive, dependent, avoidant, and spontaneous decision styles in the prediction of transformational, transactional, and laissez faire leadership styles. Research questionnaire were Urdu-translated versions of General Decision styles Questionnaire (Scott & Bruce, 1995) and Multifactor Leadership Questionnaire (Bass & Avolio, 2000). The sample of the current study consisted of 300 business managers from different regions of Pakistan. Purposive sampling was employed to collect the data. Multiple Regression analysis and Stepwise Regression analysis demonstrated impact of decision styles on leadership styles. Rational and intuitive decision style displayed positive effect and avoidant decision style displayed negative effect on transformational leadership style. Rational, intuitive, and dependent positively predicted transactional leadership style. Avoidant decision style displayed positive effect whereas rational and spontaneous decision style showed negative effect on laissez faire leadership style. The study shed light on the fact that the decisions of the leaders can be used as determining factors to assess their leadership in the business organizations. Keywords: Decision Making Styles, Leadership Styles, Business Managers.
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Hamdan, Esraa J., and Ahmad Y. Al-Jawarneh. "The Relationship of Parenting Styles to Social Phobia among Early Adolescent Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 179–96. http://dx.doi.org/10.53543/jeps.vol9iss1pp179-196.
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This study aimed at investigating the relationship of parenting styles with social phobia among a sample of 1028 early adolescent students. To achieve the objective of the study, short forms of the parenting styles scale and a social phobia scale were used.Results showed that the participants' highest scores were on the father's authoritative and mother's authoritative parenting styles. In addition, there were significant interactions between gender and grade level on all parenting styles. The results also showed statistically significant differences in social phobia due to gender, grade level and the interaction between them, for gender was females scored higher than males. With regard to grade level seventh graders scored higher than eighth graders.The results indicated that there were significant relationships between parenting styles and social phobia, with the exception of the relationship between mother's authoritative parenting style and social phobia. Regarding the parenting styles predicting social phobia by gender, it was found that for males and females, the predictive parenting styles were: Mother's permissive parenting style and father's authoritarian parenting style. Regarding the parenting styles predicting social phobia by grade level, it was found that for seventh grade, the predictive styles were: Mother's permissive parenting style, father's permissive parenting style and father's authoritative parenting style, respectively. For eighth grade, the predictive styles were: Father's permissive parenting style, mother's permissive parenting style and father's authoritarian parenting style.
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Hamdan, Esraa J., and Ahmad Y. Al-Jawarneh. "The Relationship of Parenting Styles to Social Phobia among Early Adolescent Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 179. http://dx.doi.org/10.24200/jeps.vol9iss1pp179-196.
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This study aimed at investigating the relationship of parenting styles with social phobia among a sample of 1028 early adolescent students. To achieve the objective of the study, short forms of the parenting styles scale and a social phobia scale were used.Results showed that the participants' highest scores were on the father's authoritative and mother's authoritative parenting styles. In addition, there were significant interactions between gender and grade level on all parenting styles. The results also showed statistically significant differences in social phobia due to gender, grade level and the interaction between them, for gender was females scored higher than males. With regard to grade level seventh graders scored higher than eighth graders.The results indicated that there were significant relationships between parenting styles and social phobia, with the exception of the relationship between mother's authoritative parenting style and social phobia. Regarding the parenting styles predicting social phobia by gender, it was found that for males and females, the predictive parenting styles were: Mother's permissive parenting style and father's authoritarian parenting style. Regarding the parenting styles predicting social phobia by grade level, it was found that for seventh grade, the predictive styles were: Mother's permissive parenting style, father's permissive parenting style and father's authoritative parenting style, respectively. For eighth grade, the predictive styles were: Father's permissive parenting style, mother's permissive parenting style and father's authoritarian parenting style.
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RIAZ, MUHAMMAD NAVEED, MASUD AKHTAR, and GILNAZ MURTAZA. "Moderating Role of Decision-Making Situations between Leadership and Decision-Making in Services Providing Organizations." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 313–21. http://dx.doi.org/10.30543/10-1(2021)-27.
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The present research investigated moderating role of decision-making situations between leadership styles and decision-making styles in services providing organizations of Pakistan. The study was based on Full Range Leadership Theory of Bass and Reggio (2006) which comprise of three leadership styles including transformational, transactional, and laissez faire style. The study incorporated five decision-making styles including rational, intuitive, dependent, avoidant, and spontaneous style. The study comprised of three decision-making situations including certainty, risk and uncertainty. Multifactor Leadership Questionnaire, Decision Situations Scale and General Decision-making Styles Questionnaire were administered on 1200 employees. Hierarchical regression analysis revealed that certainty moderated between transformational style and rational style. Uncertainty moderated between transformational style and spontaneous style. Certainty moderated between transactional leadership and rational style. Uncertainty moderated between laissez faire and dependent, avoidant decision-making style. Overall, the present study contributes to style, situational and contingency theories of leadership. Keywords: Decision-Making Situations, Leadership Styles, Decision-Making Styles.
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Sternberg, Robert J., and Elena L. Grigorenko. "Are cognitive styles still in style?" American Psychologist 52, no. 7 (1997): 700–712. http://dx.doi.org/10.1037/0003-066x.52.7.700.
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Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah, and Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.
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<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>
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Wahyuni, Ferly, Syafrizal S, and Syafryadin Syafryadin. "ENGLISH LEARNING STYLES BASED ON GENDER USED BY THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF UNIVERSITAS BENGKULU." Lingua Scientia 30, no. 1 (June 25, 2023): 22–35. http://dx.doi.org/10.23887/ls.v30i1.50559.
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This research was aimed at investigating the English learning style preferences used by female and male students in. It was designed as quantitative research with a survey method. Data were gathered by using a perceptual learning style preferences questionnaire that was adapted from Reid (1984). It had been validated by experts and it had been tried out to other respondents who had the same characteristics as the respondents in this present study to get the reliability of the questionnaire. A total sampling technique was used to involve 115 students of the third-semester of the English education study program of Universitas Bengkulu in the academic year of 2021-2022 in filling in the questionnaire, consisting of 28 male and 87 female students. The results show that the female students used three major learning styles (visual, auditory, and kinesthetic), two minor learning styles (tactile and group), and a negative learning style (individual). The most dominant learning style used by the female student was kinesthetics. Moreover, the male students used five major learning styles (visual, auditory, kinesthetic, tactile, and group), while the individual learning style was negative. The most dominant learning style used by the male students was the group. In conclusion, there is a different English learning styles between female and male students used by the third-semester students of the English education study program of Universitas Bengkulu in the academic year of 2021- 2022. The female students used three types of English learning style preferences, namely visual, auditory, and kinesthetic. Those English learning styles are major learning styles. Meanwhile, tactile and group learning styles are minor learning styles, and individual learning style is a negative learning styles for female students. The most dominant of the English learning styles used by them is kinesthetics. Further, male students used four types of English learning styles, namely visual, auditory, kinesthetics, and group. Those English learning styles are major learning styles. Meanwhile, individual learning style is a negative learning style for male students. The most dominant of the English learning styles used by them is the group. Keywords: learning styles, characteristic, gender, differences, group
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Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork. "Learning Styles." Psychological Science in the Public Interest 9, no. 3 (December 2008): 105–19. http://dx.doi.org/10.1111/j.1539-6053.2009.01038.x.
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The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.
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Shofiyul Himami, Ahmad, Ari Setyawan, and Rian Miftahurrahim. "KONSEP GAYA BELAJAR SISWA PADA MATA PELAJARAN MULOK KEAGAMAAN." ILJ: Islamic Learning Journal 1, no. 1 (February 8, 2023): 104–19. http://dx.doi.org/10.54437/iljjislamiclearningjournal.v1i1.834.
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Learning style is the preferred way of processing experience and information. Learning styles are habits that reflect the way we treat the experiences we gain through modalities. The conception of learning styles is an important thing to explore. This study uses the literature research method. The data source is in the form of scientific texts which are analyzed usingcontent analysis. The research results show thatEach student has their own learning style habits. It cannot be forced when students have a visual learning style but are taught with learning strategies that tend to be auditory or kinesthetic learning styles. Learning strategies with learning styles have a close relationship. Likewise in religious grandiose lessons which obviously have different learning styles because there is a lot of practice from theoretical material. Then it is necessary to combine learning styles, including visual learning styles, auditory learning styles, and kinesthetic learning styles
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Anderson, Neil O., and Peter D. Ascher. "459 PB 338 SELF INCOMPATIBILITY (SI) IN DISTYLOUS LYTHRUM ALATUM, WINGED LOOSESTRIFE." HortScience 29, no. 5 (May 1994): 497a—497. http://dx.doi.org/10.21273/hortsci.29.5.497a.
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Lythrum species (Lythraceae), found both in the Old and New Worlds, possess heterostyly (macroscopic differences in anther and style lengths). SI is linked with heterostyly in tristylous L. salicaria, allowing for visual identification of compatibility relationships. Five Minnesota populations of distylous L. alatum (short & long styles/anthers) were examined for fertility and linkage between distyly and SI. Pollen was not inhibited from germination, stigmatic penetration, or stylar growth in compatible crosses. Average cross-compatible seed set for each population was 7-33 seeds/capsule for short- and 27-69 for long-styled plants. With the exception of the Iron Horse Prairie population, there were no significant differences in mean seed set/capsule between genotypes, style morphs, or their interaction for compatible crosses. Zero self seed set predominated, although 0.8±1.8 seeds/capsule were produced by short styles and 1.2 ±2.3 by long styles from Iron Horse Prairie. In those individuals that were SI, pollen tube growth was inhibited following self pollinations.
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Minbashian, Amirali, Damian P. Birney, and David B. Bowman. "The thinking styles of managers: Dimensionality, profiles and motivational antecedents." Australian Journal of Management 44, no. 1 (July 16, 2018): 70–90. http://dx.doi.org/10.1177/0312896218775150.
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Despite its widespread application in the educational field, little research has applied thinking style constructs from Sternberg’s (1988) theory of mental self-government to management. The present study examines the dimensionality, profile scores and motivational antecedents of thinking styles among a sample of 256 managers from large organisations. The findings confirm the four-factor structure of thinking styles that has been observed in the education field, albeit with slightly altered meanings. With respect to their profiles, managers displayed a preference for Type I styles (generative processes that are cognitively complex) over Type II styles (cognitively simple processes that involve adhering to norms), an external style over an internal style, and a global style over a local style. As predicted, learning orientation was positively related to Type I styles, and performance-prove orientation was positively related to Type II styles. A performance-avoid orientation was not related to either style type.
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Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari." Al-Riwayah : Jurnal Kependidikan 1, no. 1 (April 15, 2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.
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The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other teaching styles. Namely using a classical teaching style that is combined with interactional teaching styles and technological teaching styles that are combined with interactional teaching styles
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Ayatollahi, Mohammad Ali, and Fatemeh Ferdosi. "The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (August 14, 2021): 31–46. http://dx.doi.org/10.21580/vjv10i28466.
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The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
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Alhourani, Alaa. "A Match or a Mismatch between Student and Teacher Learning Style Preferences at King Abdullah Second School for Excellence in Jordan." International Journal of Asian and African Studies 3, no. 1 (March 11, 2024): 53–61. http://dx.doi.org/10.32996/ijaas.2024.3.1.6.
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It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.
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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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Papilaya, Jeanete Ophilia, and Neleke Huliselan. "IDENTIFIKASI GAYA BELAJAR MAHASISWA." Jurnal Psikologi Undip 15, no. 1 (December 1, 2016): 56. http://dx.doi.org/10.14710/jpu.15.1.56-63.
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The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.
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Wijaya, Yuliandre. "《长津湖》电影中的修辞手法分析GAYA BAHASA DALAM FILM “THE BATTLE AT CHANGJIN LAKE” YANG DISUTRADARAI CHENG CHENG KAI GE, TSUI HARK DAN DANTE LAM." Journal of Language, Literature, and Teaching 4, no. 3 (March 20, 2023): 59–72. http://dx.doi.org/10.35529/jllte.v4i3.59-72.
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This study aims to find out the types of language styles and the factors in language style usage used in the film The battle at Changjin Lake directed by Cheng kai ge, Tsui Hark and Dante lam. Language style is a way of expressing thoughts through language in a unique way by choosing appropriate words and combining them in certain sentence structures, in order to create new and fresh ways of conveying. The design of this study is descriptive qualitative with documentation data collection techniques. The results of the data analysis show that there are 6 types of language styles, namely 3 styles of Jièdài (Metonymic), 7 styles of Fǎnwèn (Erotesis), 2 styles of Duì'ǒu (Antithesis), 1 style of Páibǐ (Parallelism), 4 styles of Fǎnfù ( Repetition), 3 styles of Shè wèn (Rhetorical) . The style of language most often used is Fǎnwèn (Erotesis). The results of the data analysis also show that the factors causing the usage of these language styles in the film are a person's identity, work, external environment, mood, time and location. The factor that causes the most language style usage is the external environment, so that the audience can feel that environment. Keywords: Film, Language Style, The Battle of Chang Lake
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Ismail, Ismail, Hasanuddin Hasanuddin, and Andi Chandra. "The Influence of Thinking Styles and Learning Styles on Student Learning Achievement." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (January 11, 2023): 193–202. http://dx.doi.org/10.35445/alishlah.v15i1.2896.
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Thinking styles and learning styles are a person's unique identity in the learning process in order to achieve learning outcomes, one of which is learning achievement. This study aims to see the effect of thinking and learning styles on learning achievement in Islamic education at a private Islamic university in North Sumatra. The method used is quantitative. There are 2739 students as a population and 438 students as a sample. The instrument uses a Likert scale. The thinking style scale was adapted from Sternberg; namely, thinking style and student learning style variables will be measured using the Grasha Learning Style Inventory. The results showed that there was an influence of thinking styles and learning styles on learning achievement in Islamic Education at a private Islamic university in North Sumatra. There is a contribution between the dominant thinking style on student achievement (F = 29,393, p = .000) with an effect of 32.4%. There is a significant contribution from the dominant learning style to student achievement in Islamic education (F = 36,500, p = .000), with a contribution of 20.2%.
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Smith, Henry F. "Narrative Styles, Analytic Styles." Psychoanalytic Quarterly 76, no. 2 (April 2007): 317–24. http://dx.doi.org/10.1002/j.2167-4086.2007.tb00256.x.
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Amita Sood and Jyoti Sarin. "Learning Styles: An Overview." Indian Journal of Forensic Medicine & Toxicology 15, no. 3 (May 17, 2021): 66–71. http://dx.doi.org/10.37506/ijfmt.v15i3.15271.
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Learning styles aim to know variations in individuals’ learning. As per most of the theories, humans may be classified in line with their‘style’of learning. The term “learning styles” speaks to the understanding that each student learns uniquely. Learning is a vital experience for individuals of all ages. Based on Howard Gardner’s Theory of Multiple Intelligences, there are eight varieties of learning styles that everybody falls into which include visual, aural, verbal, physical, logical, social, solitary and naturalistic learning. Learning style inventories are designed to assist respondents verify learning style they have. These inventories usually take the form of a questionnaire that focuses on how folks prefer to learn. Learning style inventories are based on the thought that individuals have completely different strengths and preferences when it involves learning. Learning style inventories remain a preferred classroom tool despite the actual fact that research has found very little proof that matching a student’s learning preferences to instructional methods produces better educational outcomes. These are a few popular types of learning style inventories such as Kolb’s Learning Style Inventory (LSI), Fleming’s VARK Learning Style Questionnaire, Jackson’s Learning Styles Profiler (LSP), Learning Style Quizzes.In short, it is important to remember that there are a number of learning styles and learning style inventories. Each learning style has its own advantages and disadvantages. Knowing your learning style is not meant to limit you, instead to expand you – by helping you to learn, understand, work and live more efficiently.
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Hummaira, Hummaira, Dohra Fitrisia, and Kismullah Abdul Muthalib. "An analysis of speech styles used by two characters in the movie Green Book." English Education Journal 13, no. 2 (July 2, 2022): 255–66. http://dx.doi.org/10.24815/eej.v13i2.25912.
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This study analyzes the different speech styles used by two characters in the movie Green Book. The characters are Tony Lip, a white driver, and Dr. Shirley, a black musician. The objectives of this study are to find out the types of speech styles used by the two characters and to find out the differences in the speech styles used. The source of data in this study is the movie script. Descriptive-qualitative method is selected to analyze the data. Joos’ theory (1967) was applied in this research, which concerns the five types of speech styles including frozen, formal, consultative, casual, and intimate styles. The result of this research shows that Tony Lip only used four types of speech styles: formal, consultative, casual, and intimate. Tony Lip dominantly used casual speech style, whereas formal style is the least frequent. Dr. Shirley used all five types of speech styles. Consultative speech style is the most commonly used by Dr. Shirley, whereas frozen speech style is the least frequent
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Mehlenbacher, Shawn A., and Maxine M. Thompson. "Inheritance of Style Color in Hazelnut." HortScience 39, no. 3 (June 2004): 475–76. http://dx.doi.org/10.21273/hortsci.39.3.475.
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The style color of standard hazelnut (Corylus avellana L.) cultivars ranges from pink to dark purple. Styles with an unusual yellow color were first noted in seedlings of the progeny `Goodpasture' × `Compton', and the ratio was ≈3 red: 1 yellow. Controlled crosses were made to investigate the genetic control of style color. The same 3:1 ratio was observed in four additional crosses in which both parents had red styles. Two crosses of a red and a yellow parent gave ≈50% yellow styles, while a cross of two selections with yellow styles gave only seedlings with yellow styles. These segregation ratios indicate control by a single locus, with yellow style color recessive to red. Seedlings with yellow styles have green buds and catkins and a more upright growth habit than their siblings with red styles. Inspection of the pedigrees of these progenies shows that `Daviana', `Willamette', `Butler', `Compton', `Goodpasture', and `Lansing #1' are heterozygous. `Daviana' appears to be the original source of the allele for yellow styles, as it is a known or suspected parent or ancestor of the others. Ratios in a progeny segregating simultaneously for growth habit (normal vs. contorted) and style color indicated independence of the traits. However, in a progeny segregating simultaneously for leaf color (red vs. green) and style color, no redleaf seedlings had yellow styles. The S-alleles of eight genotypes with yellow styles were determined, and indicate a possible linkage between the yellow style locus and the S locus that controls pollen-stigma incompatibility. One explanation is that the yellow style trait is conferred by an allele (ays) at the anthocyanin (A) locus that controls leaf color. A second explanation is that there is a yellow style locus closely linked to the A locus. The A locus is known to be loosely linked to the S locus.
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LIBIA, P. "Impact And Influence Of Leadership Style And Their Relationship In Corporate Hospitals With Reference To Chennai Hospitals." Restaurant Business 118, no. 11 (November 22, 2019): 323–32. http://dx.doi.org/10.26643/rb.v118i11.10038.
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The purpose of this study was to examine the relationships on leadership styles (transformational leadership style, transactional leadership style and laissez-faire leadership styles), and their practices in Chennai corporate hospitals. The success Organizational is too achieving its goals and objectives depend on the leaders of the organization and their leadership styles. The study revealed that the transformational leadership style has a significant, positive relationship on the leadership styles. However, we found that the transactional and laissez-faire leadership styles have a negative relationship to hospital management practices. Based on the results, it is recommended that hospitals recruit leaders with transformational style, and also hold seminars to train current leaders to become more transformational.
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Quibrar,, RD, Angelou Abbas, John Paul Alviola, Nelfie Jane Balate, Arven Kyle Balicog, Ana Damasin, John Carlo Jopia, et al. "Learning Style and Teaching Style as Determining Factors in Academic Performance of Senior High School." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2107–15. http://dx.doi.org/10.47772/ijriss.2024.804232.
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This study aimed to investigate the impact of learning styles and teaching styles on the academic performance of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The study involved 273 respondents from the senior high school student population and employed a quantitative-correlational design. The statistical tools used were average weighted mean, Pearson R, and multiple regression analysis. The study revealed that senior high school students have a high level of learning styles, including auditory, kinesthetic, and visual modalities. The research also found that students adopt different teaching styles, including authority, delegator, demonstrator, and facilitator styles. The academic performance of students was found to be high, considering school-related, student-related, and teacher-related factors. Furthermore, the study showed a significant correlation and relationship between learning style, teaching style, and academic performance. The null hypothesis was rejected, except for three indicators where the null hypothesis is not rejected, which are visual learning style for learning style and demonstrator style and facilitator style for teaching style. The study provides valuable insights into the interconnected dynamics of learning styles, teaching styles, and academic performance among senior high school students and offers a comprehensive understanding of the factors influencing educational outcomes in this particular context.
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SARUMPAET, MARCELINO HASIHOLAN, and MORADA TETTY. "LANGUAGE STYLES USED IN FABRIZIO ROMANO’S INSTAGRAM ACCOUNT." LINGUISTICA 12, no. 4 (October 31, 2023): 246. http://dx.doi.org/10.24114/jalu.v12i4.52491.
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This thesis examines the types, the used and the reasons why language styles used in Fabrizio Romano on his Instagram account, using Martin Joos's theory and a qualitative descriptive method. There are five styles proposed in Joos theory. The source of data is Instagram and there were 50 captions founds as the data. Those captions in Fabrizio’s instagram were analyzed in order to classify them into their own styles. This study reveals that Fabrizio Romano uses four of five language styles in his Instagram captions: formal style (26%), casual style (40%), consulatative style (14%), and intimate style (20%). Each style has a distinct tone and communication style, with formal style indicating a formal tone and proper nouns, casual style using conversational expressions, contractions, or shortening, and consulatative style asking for advice or predictions. Intimate style conveys personal sentiments and emotions, highlighting joy and enthusiasm, and is addressed to followers based on events. The choice of language style is deliberate, with formal language maintaining professionalism and credibility, while casual and consulatative styles foster engagement and inclusivity among a diverse audience. Incorporating intimate style allows for a personal connection with followers and a sense of authenticity. Overall, these language styles work together to enhance the overall experience and success of Fabrizio Romano's Instagram account.
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Wulandari, Sovia, Liza Septa Wilyanti, and Anggi Triandana. "Gaya Kepengarangan Perempuan dalam Novel Indonesia dari Perspektif Stilistika." Jurnal Ilmiah Universitas Batanghari Jambi 22, no. 1 (February 19, 2022): 239. http://dx.doi.org/10.33087/jiubj.v22i1.1864.
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This study aims to examine and classify women's writing styles in Indonesian novels from a stylistic perspective. The contribution of the results of this study is to provide a description of the authorship style of women in the novel. The method used in this study is a descriptive qualitative method with a stylistic study approach. Data analysis using content analysis. The research data are related to linguistic aspects which include diction, grammatical arrangement, and figurative language. The result of this research is that there are eight styles of female authorship in Indonesian novels. The style of authorship based on the aspect of the use of diction is classified into vulgar, regional, scientific, and popular styles. Meanwhile, the style of writing based on grammatical structure is repetition style. Furthermore, the style of writing based on figurative language is classified into satire, hyper, and fantasy styles. The eight styles of authorship show the characteristics of Indonesian women's writing styles in fiction in the form of novels.
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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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Jannah, Zahratul, Veni Roza, and Merry Prima Dewi. "MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS." ELP (Journal of English Language Pedagogy) 6, no. 1 (January 24, 2021): 45–58. http://dx.doi.org/10.36665/elp.v6i1.358.
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The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.
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Yang, Qifeng, and Xinyi Zhu. "Based on the leadership style of different companies to analyze the advantages and disadvantages of different management styles." BCP Business & Management 31 (November 5, 2022): 508–12. http://dx.doi.org/10.54691/bcpbm.v31i.2670.
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This study aims to analyze advantages and disadvantages of different leadership style. Look into various leadership philosophies and relevant real-life examples online. The author has gathered thorough knowledge on examples of leadership style. This analysis is built on examples of several leadership styles. Different leadership styles have different impacts on enterprises, and the advantages and disadvantages of different leadership styles will also have various of impacts on enterprises. Can also affects employees. Enterprises have appropriate leadership styles at that stage in each stage of development. Enterprises with different development prospects need to have different leadership styles. Only by finding the most suitable leadership style can they develop better. All our preliminary result throw light on the nature of different leadership styles.
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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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, Erlina Sari Siregar, Hasanuddin ,. Salamiah Sari Dewi. "Predictor Of Multiple Intelligence In Educational Practice." Educational Administration: Theory and Practice 28, no. 02 (August 25, 2022): 49–56. http://dx.doi.org/10.17762/kuey.v28i02.405.
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The goal of this study was to put each thinking style's predictions on multiple intelligences to the test. Participants are Medan City teachers who were randomly assigned to a sample (n=810) multiple intelligence scale from Gardner (1983) totalling 63 items with a range of 5 scales and a thinking style questionnaire using the Sternberg-Wagner Self-Assessment Inventor from Sternberg (2009) totalling 65 items with a range of 5 scale ranges. Only six of the eight intelligences, such as Interpersonal, Visual-spatial, Bodily-kinaesthetic, logical-mathematical, linguistic-verbal, musical-rhythmic, and harmonic, can be predicted using thinking styles, according to the findings. Meanwhile, in this study, no thinking style can predict intrapersonal or natural. The research findings explain specific thinking styles.
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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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Tolochek, Vladimir A. "STYLES OF BUSINESS COMMUNICATION AS A MODEL: THE PHENOMENON OF STYLE, APPROACHES, RESEARCH, OPEN QUESTIONS. PART 1." Вестник Пермского университета. Философия. Психология. Социология, no. 2 (2019): 219–29. http://dx.doi.org/10.17072/2078-7898/2019-2-219-229.
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Research into styles in psychology (from the 1950s to the 2000s) has undergone a kind of life cycle − from styles being widely studied to those falling into oblivion. Further constructive study of this problem requires creation of new R&D (research and development) programs, generalization of the experience gained in various schools of thought. The paper aims to provide a historical and theoretical analysis concerning the results of research on the phenomenon of «style» in Russian psychology; the research subject is the phenomenon of style (individual style of activity, styles of activity, styles of business communication). Hypotheses: 1. Regular reproduction of the same standard approaches in research and development does not promote constructive progress in the study of a scientific problem. 2. The study of the phenomenon of «style» based on the model of business communication styles allows us to emphasize several aspects in the evolution and functioning of style that were not distinguished when studying styles on other models (educational, sports, work). The article critically analyzes the history and results of studying the problem of style (individual style of activity, styles of activity) in Russian psychology (particularly within the Perm school), the use of the concept of «system» in Russian psychology, attitudes towards scientific opponents, trends in R & D within one school of thought, etc. The conditions for further constructive studies of the phenomenon of style are discussed (using new models that contribute to the discovery of new properties of style, making it possible not to attribute but to study its systemic properties as a unique psychological system; raising questions about the place and role of different styles in the processes of a phenomenon’s formation–development–functioning– disintegration, about the unity and difference of styles in the «chain» of their manifestations, about their structural and functional unity, about the self-similarity of their organization, etc.). Use of the model of business communication styles is believed to contribute to solving relevant scientific problems.
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Zhang, Li-fang, and Yau-ho Wong. "Hardiness and Thinking Styles: Implications for Higher Education." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 294–307. http://dx.doi.org/10.1891/1945-8959.10.3.294.
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The principal objective of this study was to investigate the predictive power of thinking styles for hardiness—a healthy personality disposition. Four hundred (146 males and 254 females) students from a large, comprehensive university in Shanghai, the People’s Republic of China, responded to the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and the hardiness scale (Bartone, Ursano, Wright, & Ingraham, 1989). Results showed that after students’ age and gender were controlled for, creativity-generating styles (also known as Type I styles) and a style that allows students to work in collaboration with others (i.e., external style) positively contributed to hardiness, whereas norm-favoring styles (also known as Type II styles) and a style that denotes a lack of discipline and planning (i.e., anarchic style) negatively contributed to hardiness. Implications of these findings are discussed in relation to university students, faculty members, and for university senior managers.
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Saija, Louise M. "ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES." Jurnal Magister Pendidikan Matematika (JUMADIKA) 3, no. 2 (November 6, 2021): 59–64. http://dx.doi.org/10.30598/jumadikavol3iss2year2021page59-64.
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This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.
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Dionigi, Alberto, Mirko Duradoni, and Laura Vagnoli. "Humor and Attachment: Exploring the Relationships between Insecure Attachment and the Comic Styles." European Journal of Investigation in Health, Psychology and Education 13, no. 1 (January 12, 2023): 161–69. http://dx.doi.org/10.3390/ejihpe13010012.
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In this study, the relationship between individuals’ insecure attachment styles and eight comic styles was explored. A sample of 636 Italian adults (206 males, 428 females, 2 non-binary), aged 18 to 81 years (M = 41.44; DS = 13.44) completed an online survey to investigate the relationship between insecure attachment styles, namely anxious and avoidant, and the eight comic styles, clustered into lighter style (fun, benevolent humor, wit, nonsense) and darker style (irony, satire, sarcasm, cynicism). The findings of this research indicated the lighter and darker styles were differently related to the anxious and avoidant styles. The anxious attachment was negatively related to both benevolent humor and wit and positively with irony. The avoidant style was positively associated with nonsense and sarcasm, while no other relationship emerged. This research indicated that attachment orientations are associated with individual differences in the detailed differentiation of humor-related styles.
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Mutmainnah, Mutmainnah, Sulihin Azis, Ulfa Maulidya, and Andi Asrifan. "Glory Style in Mandar Song Lyrics: A study of Mandar Tribe in South Sulawesi, Indonesia." JOURNAL OF ADVANCES IN LINGUISTICS 8, no. 1 (November 17, 2017): 1286–91. http://dx.doi.org/10.24297/jal.v8i1.6430.
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This research background of how the style of language in the lyrics of Mandar song because of today many of the Mandar song lovers who lack understanding of the meaning that is in the lyrics Mandar song. The purpose of this research was to describe the fact of lyrics and identify the style of language in the lyrics of the song Mandar. This research applied descriptive qualitative research method. Descriptive research was a research procedure that produces descriptive data in the form of written words about the nature of individuals, circumstances, symptoms of certain groups that can be observed. The study, which began in September 2015 to January 2016, was unbound by space. In this study, it was found that the most commonly used hyperbola, asonation, and repetition style. Concluding remarks of the study were 174 lyric styles consisting of 8 personatic language styles, 6 metaphorical language styles, 7 simile / comparison language styles, 10 depersonative language styles, hyperbolic language styles, 7 parallelism languages, 4 style alliteration, 109 asonance and 17 repetition language styles.