ArticleJournal of education and health promotion2020
Relationship between thinking styles and the academic achievement of occupational therapy students in Iran.
Article in Journal of education and health promotion, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed, 11 citations in OpenAlex.
- Academic success of students with low socioeconomic status: Explanation and evaluation of a model with a mixed-methods approach.Journal of education and health promotion · 2024Article
- Assessment of the relationship between thinking styles and learning styles with academic performance in medical and nursing students of Kermanshah University of Medical Sciences.Journal of education and health promotion · 2024Article
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Authors and funding
3 authors at 3 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundThinking styles' effect on academic achievement is a challenging topic that has been raised with very different results in previous studies. Since thinking styles are influenced by the contexts, this study was conducted in the context of the occupational therapy, which is one of the disciplines in the rehabilitation sciences in Iran and its educational studies are still developing. The purpose of this research is to study thinking styles and their relationship with the educational achievement of occupational therapy students at Shiraz School of Rehabilitation Sciences.
methodsThis was a descriptive correlational study conducted at Shiraz School of Rehabilitation Science in 2015. As sampling was considered by the census of all students in the 2
resultsForty-two students participated in this study with their personal consents. The results revealed that hierarchic (18.47 ± 2.54) and external (18.47 ± 3.23) were the dominant thinking styles of the occupational therapy students, followed by judicial, legislative, oligarchic, executive, conservative, liberal, monarchic, anarchic, local, global, and internal thinking styles. In addition, there was no correlation between any of the thinking styles and students' achievement (
conclusionThinking styles could predict only limited amount of the academic achievements of occupational therapy students. Furthermore, as the dominant thinking styles of the occupational therapy students are hierarchic and external, it seems that occupational therapy students prefer to have a hierarchy of academic goals and seek tasks that provide them with the opportunity to interact with the others.
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