The relationship of metacognitive voice with learning style preference and dominant behavioral type

Background and Aim : Learning styles have a close relationship with academic and job performances. It has been also accepted that behavioral types, in an organized condition, can improve the performance. Learning styles and behavioral types may have the relations. This study evaluates the relationship between learning styles and behavioral models in the students of Ferdowsi University of Mashhad, Iran.Methods : The statistical population included all the undergraduate students in disciplines of Engineering, Basic Science and Human Science at the Ferdowsi University of Mashhad, Iran. The sample size was determined using Cochran s formula and the respondents were selected by classical sampling method. The data were collected using Kolb s learning style and also DISC behavioral types questionnaires and analyzed using SPSS 23 and LISREL softwares.Results : The results showed that the most students studied have outcome-oriented behavioral types. The engineering students showed task-oriented and extraversion behavioral types, suggesting that the students with extraversion behavioral model have convergent style and the students with task-oriented behavioral types have accommodator behavioral style. The results also showed that Basic Science students have an analytical-introversion behavioral type and task-oriented model. Preference- accommodator learning style is observed in the analytical behavioral style, but the preference-assimilator learning style is observed in the task-oriented behavioral style. Most Human Science students showed a people-oriented behavioral style. The divergent style is the preferred learning style in people-oriented behavioral style, but the accommodator style is the preferred learning style in people-oriented and task-oriented behavioral style.Conclusion : Taken together, there is a significant relationship between learning styles and behavioral types in the students studied. The results can be used for academic and job successes.

کلیدواژه ها:

Behavioral models ، Individual differences ، Learning styles ، Metacognition