Students' perceptions of women and men as learners in higher education

Hayes, Elisabeth

doi:10.1007/bf00992266

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Il va sans dire que nous rejoignons aussi par cette étude les préoccupations de recherches qui portent sur la relation entre le style d'apprentissage, l'âge et le groupe d'appartenance sexuelle de l'étudiant (Davenport, 1986;Emmanuel et Potter, 1992;Hayes, 1992;Kasworm, 1990;Magolda, 1989;Thompson et O'Brien, 1991). Avec l'avènement du retour aux études d'adultes intéressés à compléter leur formation ou en voie de changement de carrière et le pourcentage élevé de la représentation de femmes qui s'inscrivent à la formation à l'enseignement, il nous apparaît essentiel de considérer cette question de la répartition des styles et de la composition des cycles d'apprentissage expérientiel à la lumière de données personnelles.…”

Section: Resultsunclassified

Le style d’apprentissage d’étudiants de la formation à l’enseignement

Théberge¹,

Leblanc²,

Brabant³

2007

rse

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Cette recherche vise à identifier les styles et les cycles d'apprentissage d'étudiants inscrits à la formation à l'enseignement. Il s'agit de la phase initiale d'une recherche à long terme portant sur le style d'apprentissage. Le questionnaire de Honey et Mumford (The Learning Style Questionnaire) a été administré à trois cohortes d'étudiants inscrits en 1991, 1992 et 1993 à la Faculté d'éducation de l'Université d'Ottawa. Un total de 604 étudiants ont ainsi participé à cette étude. Les résultats permettent d'observer que les deux styles préférentiels des étudiants sont le style réfléchi-théoricien et le style pratique-actif. De plus, les résultats permettent de constater la présence de seulement 10 des 24 représentations possibles des cycles du modèle d'apprentissage expérientiel de KoIb.The present text identifies the learning styles and the experiential learning cycles of francophone students at the beginning of their teaching program. This text explores an initial phase of an ongoing research project on the learning styles of university students. Honey and Mumford's Learning Style Questionnaire was administrated to the students admitted to the program at the Faculty of Education of the University of Ottawa in 1991, 1992 and 1993. In total, 604 students participed in this study. The outcome of our study revealed first of all the preference for two learning styles by these students (reflector-theorist and pragmatist-activist) and, secondly, that only 10 of 24 possible cycles of Kolb's experiential learning model were present.El objetivo de este estudio es la identification de estilos y ciclos de aprendizaje en estudiantes inscritos en programas de formation de maestros. Se trata de la fase inicial de una investigation a largo plazo sobre los estilos de aprendizaje. El cuestionario de Honey y Mumford (The Learning Style Questionnaire) fue administrado a très cohortes de estudiantes inscritos en 1991, 1992 y 1993 a la Facultad de Education de la Universidad de Ottawa. Un total de 604 estudiantes participaron en el estudio. Los resultados permiten observar que los dos estilos preferidos son el teorico-reflectivo y el pràctico-activo. Ademâs, se constaté la presencia de tan solo 10 de las 24 representaciones posibles de ciclos del modelo de aprendizaje experiencial de KoIb.Dièse Untersuchung will den Lernstil und Lernzyklus von Studenten fur den Lehrberuf identifizieren. Sie stellt die erste Phase einer lângeren Forschungsreihe ùber den Lernstil dar. Der Fragebogen von Honey und Mumford (The Learning Style Questionnaire) wurde drei Gruppen von Studenten vorgelegt, die in den Jahren 1991, 1992 und 1993 an der Pâdagogischen Fakultât der Universitât Ottawa eingeschrieben waren. insgesamt waren also 604 (sechshundert und vier) Studenten an dieser Studie beteiligt. Dier Ergebnisse erlauben die Beobachtung, dafi die beiden bevorzugten Lernstile der Studenten die theoretische Uberlegung und die aktive Praxis sind. Aufierdem lassen die Ergebnisse das Vorhandensein von nur 10 (zehn) der 24 (vierundzwanzig) môglichen Darstel...

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Section: Resultsunclassified

Le style d’apprentissage d’étudiants de la formation à l’enseignement

Théberge¹,

Leblanc²,

Brabant³

2007

rse

View full text Add to dashboard Cite

show abstract

“…Đồng thời, bà cũng đã xây dựng bảng khảo sát hành vi trong lớp học của sinh viên (Student Classroom Behavior, SCB) xoay quanh bảy phương diện này [7].…”

Section: Cơ Sở Lí Luận Và Tổng Quan Nghiên Cứuunclassified

“…Trong nghiên cứu này, chúng tôi sử dụng Bảng khảo sát hành vi trong lớp học của sinh viên SCB do Hayes (1992) thiết kế làm công cụ thu thập dữ liệu. Bảng khảo sát này có 36 câu hỏi, xoay quanh bảy phương diện: (1) Hoạt động bằng lời nói (gồm 6 câu hỏi), (2) Định hướng học tập (gồm 8 câu hỏi), (3) Kiểm soát người khác (gồm 7 câu hỏi), (4) Tìm kiếm sự giúp đỡ (gồm 5 câu hỏi), (5) Tự bày tỏ (gồm 3 câu hỏi), (6) Tự tin (gồm 3 câu hỏi) và (7) Giao tiếp với bạn học (gồm 4 câu hỏi). Chúng tôi sử dụng thang đo Likert năm mức độ cho các câu hỏi này, từ "rất không thường xuyên" đến "rất thường xuyên".…”

Section: Công Cụ Thu Thập Dữ Liệuunclassified

Classroom Behavior of English Majors at Ho Chi Minh University of Banking in Chinese Language

2022

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This study investigated the classroom behavior of Chinese as a second foreign language among 246 English majors at Ho Chi Minh City University of Banking. The survey results show that students’ learning orientation has the highest frequency of use, and their dominating others has the lowest frequency of use. In terms of gender, there were significant differences in the frequency of dominating others use between male and female students. In terms of grades, there was a significant difference in the frequency of verbal participation between second- and third-grade students. In terms of home life area, there were no significant differences in various classroom behaviors between students from urban areas and those from rural areas. Students’ academic performance was positively correlated with verbal participation, learning orientation, and support-seeking. Based on the above research results, this study puts forward some teaching suggestions.

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Shyness and classroom performance in junior school students: A moderated mediation model

Hai

et al. 2022

Curr Psychol

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Students' perceptions of women and men as learners in higher education

Cited by 5 publications

References 4 publications

Le style d’apprentissage d’étudiants de la formation à l’enseignement

Le style d’apprentissage d’étudiants de la formation à l’enseignement

Classroom Behavior of English Majors at Ho Chi Minh University of Banking in Chinese Language

Shyness and classroom performance in junior school students: A moderated mediation model

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