, ,
Volume 2, Issue 30 (3-2015)
Abstract
The purpose of this study was investigating high school students’ learning
styles in order to develop an instrument for academic guidance. The
population of this study consisted of male students in three fields of
science, mathematics, and humanities in high schools of Hamedan. The
sample, consisted of 170 male students in grades 2 and 3 of high school in
the fields of science, mathematics, and humanities. Students were selected
through multistage cluster sampling method. Kolb’s Learning Styles
Inventory was employed to measure the students’ learning styles. The
results of the study showed that most of the students in mathematics and
science had a converging and assimilating learning style, and most of the
humanities students had a diverging and accommodating learning style.
Thus, by awareness of students’ learning styles, we can guide them to the
fields that best fit their learning styles in high school or college.
Faezeh Sadat Hosseini, Maryam Mohsenpour,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to identify the mediating role of academic boredom in the relationship between school climate and academic engagement of high school students. This was a descriptive correlational study (structural equation model). The statistical population was female high school students in public schools in Mashhad in the academic year 1403-1404, of which 368 were selected through cluster random sampling. The research tools included the School Climate Scale by Lee et al. (2017), Sharp et al.'s Academic boredom (2021), and Rio's Academic Engagement (2013). The results showed that school climate and academic boredom have a direct effect on academic engagement, and school climate has a direct effect on academic boredom. Also, school climate can predict academic engagement through the mediation of academic boredom
. In addition, academic boredom and school climate explain 43% of academic engagement, of which 32% is explained by school climate and 11% by academic boredom (P<0.001). Based on the research findings, creating a positive atmosphere in schools can play an effective role in reducing academic boredom and increasing students' academic engagement; therefore, it is suggested that those involved in the education system, by improving the school atmosphere and strengthening positive relationships between students and teachers, provide conditions to reduce academic boredom and increase students' academic engagement.
