The objective of the research is the determination of relationship between religiosity and forgiveness. This study is based on the description-correlation method. 148 students (61 females & 63 males) were chosen through cluster, multi-staged and random sampling at the university. They filled out two questionnaires on religiosity, based on Glock-Stark model, and the tendency toward forgiveness. The data was analyzed via correlation coefficient and regression analysis. Between the variables of religiosity (ideological, ritual, experimental, and outcomes) and forgiveness, and its components (self, others, and situation), there is only forgiveness which has found no meaningful association with religious components. The results of regression analysis indicated that the total score of forgiveness and two subscales of forgiveness and forgiveness of situation have been predicted by the religious forgiveness. The results of the study are meant to confirm the findings which conceptualize forgiveness and religiosity as related constituents. These results are also useful for the experts who are looking for the patterns of preventing and treatment of mental and behavioral disorders.
The purpose of this study was to investigate the relationship between learning methods and academic achievement in academic year 2016-2017. This is a causal-comparative research. The population of the study consisted of 298 elementary school students in the Ahl City. Using Cochran's formula and multi-stage random sampling method, 120 subjects were selected. The data gathering tool was a standard questionnaire for learning strategies based on the cognitive theory of learning by Wayne Steiner and Meyer (1986). Validity of the questionnaire was evaluated and confirmed based on the experts' point of view. Cronbach's alpha was used to calculate the reliability. The reliability of the questionnaire was 0.78 which indicates the desirable reliability of the research questionnaire. Data analysis was carried out at inferential level (multiple regression, independent group T test and audit analysis). The results of this study showed that there is a significant relationship between learning strategies and achievement of students in the areas of learning strategies, the elaboration strategy is highly correlated with effective development. Also, the results of T-test analysis on elaboration and monitoring strategies are significant between the two successful and unsuccessful groups. In other words, two strategies for expanding and monitoring comprehension are effective in academic achievement.
Background and Objectives:The construct of spiritual intelligence (henceforth SI) encompasses some kind of adaptation and problem-solving behavior. SI also includes the highest levels of development in diverse cognitive, ethical, emotional, and interpersonal domains. The purpose of this study is thus to examine SI and learning style of high school students in Lamerd, Fars, Iran. Methods:The study employed descriptive methods. The population of the study comprised all high school students who were studying mathematics, physics, experimental sciences and humanities in 2016 and 2017. Using multistage cluster sampling method, the sample was composed of 300 high school students. Data were obtained using King's Spiritual Intelligence Questionnaire and Kolb's Cognitive Style Questionnaire. Descriptive statistics (e.g., Mean and Standard Deviation) and inferential statistics (e.g., correlation coefficient, multiple regression and independent t test) were used to analyze the data. Results:The results showed that the level of spiritual intelligence in converging, diverging, assimilating, and accommodating learning styles was 0.86, 0.57, 0.64 and 0.74, respectively. In addition, there existed no significant relationship between SI and learning style (p=0.154). The results of the study further indicated that, in terms of SI, there was not a significant difference between boys and girls, and that abstract conceptualization and active experimentation can significantly predict SI. Moreover, the results showed that there existed a relationship between learning style and field of study (p<0.001). Conclusion:The present study indicated that abstract conceptualization and active experimentation can significantly predict SI. Overall, abstract conceptualization and active experimentation can potentially help in using practical ideas and theories. Hence, strengthening SI can greatly facilitate the learning processes.
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