Ghanbari Sahar, Papi Mehdi, Derakhshanfard Samira
Department of Occupational Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
Teacher in the Department of Education (District No.6), Isfahan, Isfahan Province, Iran, Department of Public Law, Faculty of Law, University of Qom, Qom, Iran.
J Educ Health Promot. 2020 Apr 28;9:82. doi: 10.4103/jehp.jehp_545_19. eCollection 2020.
Thinking 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.
This 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 2-4 year of Bachelor of Occupational Therapy, demographic data questionnaire and the "Short form of Wagner-Sternberg Thinking Styles Inventory (1992)" were distributed among all 78 students. Students' academic achievement was also considered by grade point average obtained from the educational office at school. The data were analyzed by descriptive and analytic statistics utilizing SPSS21 software. Pearson's correlation coefficient and linear regression tests were used for data analysis.
Forty-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 ( = 0.354). Thinking styles predicted only 4.9% of changes in academic achievements in this study.
Thinking 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.
思维方式对学业成绩的影响是一个具有挑战性的话题，以往的研究结果差异很大。由于思维方式受环境影响，本研究在职业治疗的背景下进行，职业治疗是伊朗康复科学的学科之一，其教育研究仍在发展。本研究的目的是探讨设拉子康复科学学院职业治疗专业学生的思维方式及其与学业成绩的关系。
这是一项于2015年在设拉子康复科学学院进行的描述性相关性研究。由于对职业治疗专业本科二至四年级的所有学生进行普查作为抽样，因此向所有78名学生发放了人口统计学数据问卷和“瓦格纳-斯滕伯格思维方式量表简表（1992）”。学生的学业成绩也通过学校教育办公室提供的平均绩点来衡量。利用SPSS21软件对数据进行描述性和分析性统计分析。数据分析采用皮尔逊相关系数和线性回归检验。
42名学生在个人同意的情况下参与了本研究。结果显示，层级型（18.47±2.54）和外部型（18.47±3.23）是职业治疗专业学生的主导思维方式，其次是司法型、立法型、寡头型、执行型、保守型、自由型、君主型、无政府型、局部型、全局型和内部型思维方式。此外，任何一种思维方式与学生成绩之间均无相关性（=0.354）。在本研究中，思维方式仅能预测学业成绩变化的4.9%。
思维方式只能预测职业治疗专业学生有限的学业成绩。此外，由于职业治疗专业学生的主导思维方式是层级型和外部型，似乎职业治疗专业学生更喜欢有一个学业目标的层级体系，并寻求能为他们提供与他人互动机会的任务。
