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Journal articles on the topic 'Analytical style'
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1
Nygren, Thomas E., and Rebecca J. White. "Assessing Individual Differences in Decision Making Styles: Analytical vs. Intuitive." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 12 (2002): 953–57. http://dx.doi.org/10.1177/154193120204601204.
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Decision strategies are often characterized as being intuition-based or analytically-based. The use of these strategies is proposed to be associated with individual differences in propensity toward using different decision making styles. A reliable self-report measure, the Decision Making Styles Inventory (DMI), consisting of 15 items on each of three scales was constructed. The items were found to differentiate among an “analytical”, an “intuitive”, and a “regret-based” emotional decision making style. The analytical and intuitive scales were found to predict differences in performance in a complex dynamic decision making task. on a decision making subtask, a greater general reliance on an analytical decision making style was found to lead to poorer performance. Greater reliance on a more intuitive approach had no effect on this subtask, but was found to predict better performance as workload levels increased. These findings suggest that human performance may be significantly influenced when either a more intuitive or analytical decision style is used. Implications for training the adaptive decision maker are discussed.
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Nygren, Thomas E., and Rebecca J. White. "Relating Decision Making Styles to Predicting Selfefficacy and a Generalized Expectation of Success and Failure." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 3 (2005): 432–34. http://dx.doi.org/10.1177/154193120504900346.
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The theoretical and applied distinction between a propensity toward a more intuitive decision style versus a more analytical style has gained prominence in recent years. A self-report measure, the Decision Making Styles Inventory, is presented and is shown to differentiate among those who endorse an analytical, an intuitive, or an avoidant, regret-based decision style. Results from one study, a horse race betting task, indicated that those who endorsed a decision style, particularly those endorsing a flexible analytical and intuitive style, performed better on the task than those who did not. A second study clearly showed that decision style was related to self reports of self-efficacy, optimism, and self-regard. These results suggest that having either an analytical, intuitive or combined decision style is beneficial to the decision maker.
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Irmayani, Irmayani, Yudin Citriadin, and Miskan Miskan. "Analytical Leadership Styles to Determine the Direction of an Organization." Unram Journal of Community Service 6, no. 1 (2025): 44–47. https://doi.org/10.29303/ujcs.v6i1.814.
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The purpose of this study is to describe analytical leadership style. The research method used is literature study. The results of the study indicate that the effectiveness of achieving organizational goals is highly dependent on the quality of assistance or cooperation created and developed by leaders, both individually and in groups within or outside the organization. To achieve the effectiveness of organizational goals, leadership theories and leadership styles are needed. An effective leadership style can provide motivation to work productively and achieve targets that have been designed and determined in advance. A great team comes from a great leader. One leadership style that refers to relevant data to deeply understand the direction of an organization is analytical leadership style. One leadership style that provides effectiveness is analytical leadership style. Because analytical leadership style is a leadership style that involves a data-based approach in every aspect of leadership. Leaders who use this approach focus on a deep understanding of data and matrices to determine the direction of the organization
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Masfingatin, Titin, and Edy Suprapto. "Student's Statistical Literacy skills Based on the Reflective and Impulsive Cognitive Styles." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 2 (2020): 273–86. http://dx.doi.org/10.24042/ajpm.v11i2.6902.
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This study aimed to describe students' statistical literacy skills based on their reflective-impulsive cognitive style. This study employed descriptive exploratory research with the qualitative approach. The data collecting techniques used were tests, interviews, and field notes. The data analysis techniques employed were data reduction, data presentation, and drawing conclusions. This study discovered that students’ reflective and impulsive cognitive styles influence their statistical literacy skills such as the ability to construct or interpret information or statistical data, understand statistical concepts, and represent the statistical data in a different form. Students with the reflective cognitive style were different from students with the impulsive cognitive style on statistical literacy skills, especially in evaluating statistical information or arguments. Students with the reflective cognitive style tended to be more critical in evaluating statistical information or arguments by providing arguments based on the results of analytical calculations. Students with the impulsive cognitive style used analytical processes in drawing statistical conclusions. Students with the impulsive cognitive style lacked cognitive maturity and tended to use processes holistically rather than analytically in drawing statistical conclusions.
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Kalishchuk, Diana. "Psycholinguistic Methods of Suggestion Strategies Realization as US Presidents' G. Bush Jr. and B. Obama Conceptual Style Markers." PSYCHOLINGUISTICS 23, no. 2 (2018): 107–19. https://doi.org/10.5281/zenodo.1199146.
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The article defines the conceptual style as the object of linguistic analysis; two main conceptual styles – the analytical and the relational ones – have been described. The analytical conceptual style is associated with formally organized families, while the relational conceptual style is characteristic for the people, who originate from the families, not formally organized. It has been proved that the conceptual style of G. Bush Jr. is analytical, the conceptual style of B. Obama is relational. The main tactics of suggestion influence strategies, namely, the tactics of information deletion and information generalization, have been singled out. The main language means of information deletion realization, which we call suggestogens, namely, nominalizing elements, non-specific nouns, non-specific pronouns, passive constructions, comparative / superlative constructions, have been analysed. The main language means of information generalization realization, which we call suggestogens, namely, universal quantifiers, modal operators of possibility / necessity, intensifiers, have been analysed. It has been proved that typical suggestogens, used by the US Presidents, serve as markers of their conceptual styles. In the political discourse of G. Bush Jr. non-specific nouns, non-specific pronouns, modal operators of possibility / necessity prevail, as individuals with analytical style tend to excessively use abstract lexemes and in their speech verbs are more frequent. In the political discourse of B. Obama intensifiers and comparative/superlative constructions are more frequent, as in the speech of individuals with relational style emotional information prevails over cognitive one and adjectives are more frequent.
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Lim, Soo-min, Hyejin Lee, and Youngshin Kim. "Relationship between class concentration, class satisfaction, and academic achievement according to listening type of middle school students in photosynthesis learning." Brain, Digital, & Learning 14, no. 2 (2024): 213–25. http://dx.doi.org/10.31216/bdl.20240013.
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The purpose of this study is to analyze the relationship between class concentration, class satisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schools in K province who agreed to data collection. At this time, 130 students (66 male students, 64 female students) were used for analysis, excluding cases where some of the tests were not performed or had missing values. The research results are as follows. First, there was no difference in academic achievement according to listening style level. Second, there was no difference in class satisfaction according to listening style. However, in the case of relational and analytical listening styles, there was a correlation with satisfaction with the teaching method. Third, among listening styles, only relational and analytical listening styles had a positive correlation with class concentration. Through this, there is a need to teach science classes to utilize relational and analytical listening styles, and to improve academic performance, teach in a direction that can improve class concentration rather than listening style. In future research, it is expected that comparative analysis will be conducted by dividing schools by level.
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Fitriani, Fitriani, and Wirawan Fadly. "LEVEL ANALYSIS AND SUPPORTING FACTORS OF THINKING ABILITY ANALYTICAL IN SOLVING PROBLEM BASED PROBLEMS REVIEWED FROM THE LEARNING STYLES OF STUDENTS." INSECTA: Integrative Science Education and Teaching Activity Journal 3, no. 2 (2022): 194–204. http://dx.doi.org/10.21154/insecta.v3i2.5318.
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The ability to think analytically is one of the important abilities that must be mastered by students, being able to help students to analyze a problem logically, especially in looking for the relationship of concepts and situations that will be faced more easily, in addition to the ability to think analytically and logically play an important role to form patterns of logical structure in knowledge. The research method used is a mix-method that is a combination of methods (qualitative and quantitative) with a naturalistic design. This research was conducted at Ponorogo 1 Public Middle School with a sampling technique through purposive sampling. Data were collected through semi-structured interviews, observations and documentation which were then analyzed using quantitative descriptive and qualitative descriptive. This study investigated to determine the level of analytical thinking skills of students in solving problem-based problems in terms of learning styles and supporting factors in improving analytical thinking skills. The results showed that: 1) The level of analytical thinking ability in terms of the learning styles of students, namely (a) visual style students are at the level of ability to conclude the main ideas that are more dominant, (b) on audiovisual students that are at the ability to identify and knowing various errors, (c) in kinesthetic learning style students are at the level of ability to identify a problem and at this stage a good understanding is needed. (2) Factors supporting students' analytical thinking skills and learning styles, Through these results it is expected to provide theoretical and practical insights for educators in determining the approaches and strategies for achieving analytical science competencies according to the learning styles of students in schools.
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Genova, Carlo. "Youth cultures and style. Analytical approaches and a methodological proposal." Sociologija 61, no. 2 (2019): 241–58. http://dx.doi.org/10.2298/soc19022241g.
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Youth cultures are nowadays one of the main social forms among young people, and at the core of youth cultures is style. Variously defined, style is made up of all those elements through which each youth culture, and every individual involved in it, expresses itself and positions itself with regard to other cultural models, by processes of identification, distinction and recognition. Over time, different approaches to the analysis of youth cultures have been developed - on the basis partly of the different empirical phenomena which have been taken into consideration, and partly of the different sensitivities of the scholars - and thus different interpretive perspectives of style have also emerged. The article aims at reconstructing the core elements of the main approaches to style in the study of youth cultures - considering definitions, constitutive elements, and interpretive models - and then, on these bases, at reflecting about a possible methodological path in the concrete study of today?s youth cultures? styles.
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Soelistijowati, Joesasono Oediarti, Suhartono Suhartono, and Ahmad Munir. "LEARNING STYLES IN POST-INTERMEDIATE SPEAKING CLASS:." PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan 23, no. 1 (2023): 1–11. http://dx.doi.org/10.30996/parafrase.v23i1.7425.
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The objectives of this research are to describe how the students use their preferred learning styles and investigate the students’ reasons for using their preferred learning styles in Post-Intermediate Speaking class. The first finding showed that the communicative and concrete learning style was used by 17 students, the concrete learning style was used by 9 students, the analytical learning style was used by 3 students, communicative and analytical learning style was used by 1 student. The second finding showed that the students who applied communicative and concrete learning style felt convenient being active-independent persons, matched with the way they learn, liked to learn speaking by using social learning approach, enjoyed of using concrete learning style because they belonged to active-dependent persons, liked reading and answering comprehension questions; the students who applied concrete learning style felt enjoy being active-dependent persons, liked to watch English program on TV, liked to learn English by playing games, liked learning new words by putting them into sentences, liked reading and answering comprehension questions, liked trying to say things in different ways when they do not understand the first time, liked reading books with pictures; the students who applied analytical learning style liked correcting their own mistakes, liked thinking of better ways to learn English, liked copying words and sentences from a book, liked working on problems given by the lecturer, liked learning the function of different expressions, liked reading the English newspaper; the students who applied communicative and analytical learning style liked to learn speaking in real life situation and condition, liked working in groups in the classroom, liked correcting their own mistakes and liked working on problems given by the lecturer.
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Makhzuniyah, Minhah, and Misyka Nuri Fatimah. "Differentiation of Learning Styles In The Al-Qur’an: Analytical Study of Learning Stories in the Al-Quran." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 7, no. 01 (2024): 61–77. http://dx.doi.org/10.37542/iq.v7i01.1734.
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The development of learning strategy continuous to be main topic of discussion in learning process. All of the implementer and the stakeholders want the change that leads to better learning. The term differentiation of learning style comes up to highlight that every human has different learning style that impacts to the choice of learning strategy implemented. This research used qualitative approach which focused on how al-Qur’an has different learning styles as well that are found in some stories written in al-Quran. This research used library research that would investigate about al-Quran that delivers about learning process and educational knowledge. The findings of this research indicated that from three stories taken from al-Quran gave three different descriptions of learning styles. How Qobil story showed learning process with visual learning style. Then story about Luqmanul Hakim and his son revealed auditory learning style, while Ibrohim and Ismail’s story presented kinesthetic learning style. By seeing this result, it indicated that al-Quran has described the difference of learning style in every story that proved the difference of learning styles have existed since ancient time in accordance with the potency and the need of learning process. Those three stories are able to develop in today learning process.
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Maximov, Leonid V. "On the Analytical Style in Ethics." Ethical Thought 18, no. 1 (2018): 5–17. http://dx.doi.org/10.21146/2074-4870-2018-18-1-5-17.
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Kudelina, Оl'ga V., and N. B. Filinov. "THE INDIVIDUAL STYLE OF DECISION MAKING BY ADMINISTRATORS OF MEDICAL ORGANIZATIONS IN PERSPECTIVE OF EVALUATION OF MANAGEMENT POTENTIAL." Health Care of the Russian Federation 62, no. 1 (2019): 37–44. http://dx.doi.org/10.18821/0044-197x-2018-62-1-37-44.
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In assessing management potential of a manager, it is necessary to consider one's personal characteristics, in particular, management decision-making style. A physician repeatedly makes clinical decisions on patients’ treatment and this experience shapes his/her individual decision-making style, which in turn defines personal features of physician as a leader. Purpose of study. To evaluate the management potential of leaders of medical institutions of the Tomsk oblast on the basis of investigation on their decision-making styles. The decision-making style was identified using A. Rowe's technique (Decision Style Inventory) widely applied in various research areas. The sampling of survey included 1097 physicians, including head physicians (4,8%), deputy head physicians (10,1%), heads of department (11,9%). Decision-making styles of leaders differ depending of the various levels of management. The analytical style dominates among head physicians, followed by conceptual style. For the largest cohort of deputy head physicians analytical style also dominates, but the second rank of dominating styles is for directive style. In general, moving down administrative staircase the percentage of managers with dominating conceptual style is decreasing and percentage of those who are oriented on individual (authoritarian) decision-making processes and also those who are focused more on human relationship than on tasks solution increases. The possibilities of transformation of individual style of decision making are limited and require conscious efforts, that tasks a complicated problem before leaders of medical institutions concerning assessment of management potential of development and training of long-term human resources reserve.
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Fadly, Wirawan. "PROFILE OF STUDENTS ANALYTICAL THINKING SKILLS IN LEARNING STYLE FOR COMPLETING SUBSTANCE PRESSURE PROBLEMS." Jambura Physics Journal 3, no. 1 (2021): 1–15. http://dx.doi.org/10.34312/jpj.v3i1.9792.
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The skill to think analytically is an important skill for students to have, where the skill to think analytically helps students solve problems in science lessons that require an analytical skill to solve them. The research method is qualitative with a naturalistic design. This research was conducted at some Junior High schools in Ponorogo using the purposive sampling technique. Data were collected using in-depth interviews, observation, and documentation, then analyzed using quantitative descriptive and qualitative descriptive. This study aims to determine the profile of students' analytical thinking skills in solving problem-based problems in the grade 8th at pressure material and determine the pattern of its relationship with scientific exploration. The results showed that: 1) the profile of the analytical thinking skill in terms of the learning styles of students, namely the visual style subjects intend to explain what is known through the direct explanation in more detail, the audiovisual subjects are more likely to form simpler patterns with reasoning patterns generalization and on kinesthetic subjects tend to apply different (unique) concepts, but still have a relationship with the problem, 2) the pattern of the relationship between analytical thinking skills and learning styles, namely the exploration of science, which includes aspects of experience, reasoning, modalities, and the mindset of students. Through the results of this study, it is hoped that it can provide theoretical and practical insights for educators in determining approaches and strategies for achieving science analytical competence according to students' learning styles at school.
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Molaei, Roya, Mohammad Reza Zali, Mohhammad Hasan Mobaraki, and Jahngir Yadollahi Farsi. "The impact of entrepreneurial ideas and cognitive style on students entrepreneurial intention." Journal of Entrepreneurship in Emerging Economies 6, no. 2 (2014): 140–62. http://dx.doi.org/10.1108/jeee-09-2013-0021.
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Purpose – The purpose of this paper is to investigate the effect of entrepreneurial idea dimensions (the value, content, number and novelty of idea) along with intuitive cognitive style versus an analytical style on students' entrepreneurial intention. Design/methodology/approach – To evaluate these relationships, the data are obtained from an extensive survey of 376 undergraduate students of campuses of Behavioral Sciences and Engineering at University of Teheran. The data are analyzed by the methodology of structural equation modeling (SEM) with using LISREL software and SPSS. Findings – According to the SEM results, for students with intuitive cognitive style, among the four dimensions of entrepreneurial idea (i.e. idea's content, volume, value, and novelty), the greatest direct effect belongs to the idea volume and idea content. Further, for the students with analytical cognitive style, the idea volume and the idea value have the maximum direct impacts on their entrepreneurial intention meanwhile the least direct effect belongs to the idea novelty. In general, entrepreneurial intention of the students, in both groups of intuitive and analytical cognitive styles, is highly influenced by the volume of their entrepreneurial ideas. Therefore, the ideas volume is the most important factor to start up a new business in future by potential entrepreneurs all with analytical or intuitive cognitive styles. Practical implications – It is recommended that entrepreneurship and business students who are attending entrepreneurship and business skills training courses should be categorized into two distinct groups of intuitive and analytical. For the group of students with intuitive cognitive style, an entrepreneurship training with systematic views and a method of establishing and reinforcing positive and stable emotions should be offered. For those with analytical cognitive style, trainings for “designing and writing Business Model and Plan”, “Opportunity recognition and feasibility study” and its related soft wares should be presented. Accordingly, in order to create and increase the entrepreneurial ideas number among all students, it is suggested that a course entitled “Entrepreneurial Idea Generation” be offered in Entrepreneurship Education Programs at undergraduate and graduate levels. Originality/value – The paper is one of the first papers to clarify and empirically assess the effects of entrepreneurial ideas dimensions on entrepreneurial intention considering the subjects' cognitive style as a mediating variable.
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Undari, Mayrisa, Salmiyanti Salmiyanti, and Yanti Fitria. "Hubungan Antara Gaya Belajar dan Achievement Motivation Peserta Didik Sekolah Dasar." Jurnal Ilmiah Universitas Batanghari Jambi 23, no. 2 (2023): 1365. http://dx.doi.org/10.33087/jiubj.v23i2.3337.
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Achievement Motivation can be developed from scratch and cannot be done by itself. Categories that affect Achievement Motivation are those that are influenced by many factors related to other people and students themselves. Learning style is one of the factors that can influence Achievement Motivation. Based on learning style preferences there are visual, auditory and kinesthetic learning styles. In addition to learning styles, it also influences Achievement Motivation. The purpose of this research is to see the relationship between learning style and achievement motivation of elementary school students. The analytical method used is literature study, reviewing or examining various documents published by academics or other researchers related to the subject. The results of the analysis of several previous studies show that learning styles greatly influence Achievement Motivation on academic achievement, so that various strategies are taken to optimize learning styles. while for the most dominant learning style is the visual learning style compared to the auditory learning style.
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Hilaluddin, Zinniirah, and Mohd Shahrizal Nasir. "Uslūb al-Istifhām fī Sūrah Hūd wa Dilālātuhū al-Balāgīyah." JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) 7, no. 2 (2023): 152–68. https://doi.org/10.15642/jilsa.2023.7.2.152-168.
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The interrogative style of the request constructive styles, and the constructive styles is a branch of the science of meanings (‘ilm al-Ma’ani) in Arabic rhetoric. This research aims to identify the interrogative style and its rhetorical connotations in Surat Hud. The researchers depend on the inductive and analytical approaches in this research. The researchers concluded that the percentage of the interrogative style, there are 23 patterns that contain the use of the interrogative style and 19 verses from Surat Hud, and among them are the negative question, the sarcastic question, the declarative question, the exclamatory question, the rebuking denial question, the command question, the negation question, and the prohibition question.
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Kamaleeva, Alsu R., Elena G. Khrisanova, Natalya A. Nozdrina, Venera M. Nigmetzyanova, and Elena B. Pokaninova. "Designing subject-subject relations on the basis of analysis of individual features of students’ thinking." SHS Web of Conferences 103 (2021): 01020. http://dx.doi.org/10.1051/shsconf/202110301020.
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This article discusses determination of prevailing thinking style of students with possible typology of the thinking styles. Determination of prevailing thinking style is required to determine strategy and tactics of teaching and maximum use of student-centered results of the performed diagnostics during designing further successful subject–subject interaction. The relevance of the considered problem is related with the necessity to resolve the issue of optimum use of individual features of students’ thinking, future lawyers, regarding development of analytical thinking style. It is proposed that the research method should be based on the diagnostics by A. Alekseev and L. Gromova, Individual Thinking Styles, its aim is analysis of individual thinking styles. It has been established that the proposed method provides analysis of basic thinking styles of the students: synthetic, idealistic, pragmatic, analytical, realistic. The obtained data would allow each teacher to design respective arrangement of subjectsubject interactions and to rearrange methods of teaching the involved discipline with orientation at personal features of cognitive tools of each student individually and in overall group.
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Hansen, Asbjørn T., and Peter Løchte Jørgensen. "Analytical Valuation of American-Style Asian Options." Management Science 46, no. 8 (2000): 1116–36. http://dx.doi.org/10.1287/mnsc.46.8.1116.12027.
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Tanova, Cem. "Cognitive Styles and Learning Preferences of Undergraduate Business Students in North Cyprus." Psychological Reports 93, no. 3_suppl (2003): 1149–55. http://dx.doi.org/10.2466/pr0.2003.93.3f.1149.
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Measures of cognitive style and learning preferences were administered to 127 (75 men and 52 women) Turkish undergraduate business students. Students with analytical cognitive styles were more likely to prefer teacher-dependent and collaborative learning settings. As expected the mean Cognitive Style Index scores for the current Turkish sample was higher (more analytical) than those for similar western samples reported in the literature. Furthermore, students who had completed more credits towards the completion of their degrees had a higher mean score. The hypothesis regarding differences between scores of men and women was not supported.
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Pavlicevic, Predrag. "Model for research of the style of political leadership in Serbia at the crossing of the millennium." Filozofija i drustvo 24, no. 2 (2013): 211–38. http://dx.doi.org/10.2298/fid1302211p.
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This article indicated a model for a scientific description of styles of political leadership in Serbia from 1990 to the present, more precisely, pointed the basic elements of concept developed by the author in the study ?The style of political leaders in Serbia in the period 1990-2006? (2010). For the evaluation the author uses analytical tools that include the aforementioned concept, simultaneously indicating correlative theoretical approaches the aforementioned study did not examine, and may be of importance for the research of political elites in Serbia. This contributes the epistemological part of the method, which is registered in the definition of the style of political leadership as a term and the category apparatus that follows - understood from the aspect of the political style: the style in building political power, the style of political communication, the style of building one?s legitimacy, the ideological style, the styles of political language, symbolism and rituals, non-verbal communication and style in expressing patriotism. Starting from the fact that political styles are related to characteristics of political cultures and that it is necessary to make a concept of ideal typical models of styles focused on political subjects, this article marked the styles of political leadership typology related to the specific acting of political leaders in Serbia: authoritarian, republican, realistic, populist, conformist, revolutionary and style of a politician-rebel.
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LE, NHAT-TAN, XIAOPING LU, and SONG-PING ZHU. "AN ANALYTICAL SOLUTION FOR PARISIAN UP-AND-IN CALLS." ANZIAM Journal 57, no. 3 (2016): 269–79. http://dx.doi.org/10.1017/s1446181115000267.
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We derive an analytical solution for the value of Parisian up-and-in calls by using the “moving window” technique for pricing European-style Parisian up-and-out calls. Our pricing formula can be applied to both European-style and American-style Parisian up-and-in calls, due to the fact that with an “in” barrier, the option holder cannot do or decide on anything before the option is activated, and once the option is activated it is just a plain vanilla call, which could be of American style or European style.
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Fauziyah, Nur, and Lukman El Hakim. "Analysis of Students’ Mathematics Conceptual Understanding Based on Differences in Mathematics Thinking Styles." Jurnal Pendidikan MIPA 26, no. 2 (2025): 941–70. https://doi.org/10.23960/jpmipa.v26i2.pp941-970.
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This study aims to examine students’ thinking processes in understanding concepts by considering the variations in mathematical thinking styles. This research is motivated by the finding that students demonstrate different thinking styles and intelligence, which is evident in the distinct ways they represent and design their learning approaches. This study employs a qualitative research method, using interviews based on tasks through the think-aloud method for data collection. The research instrument consists of a written test designed to probe students' thinking processes in understanding mathematical concepts according to the indicators of conceptual understanding used in this study. The researchers used time triangulation techniques to ensure the validity of the research data. The data analysis followed a structured process: data classification, reduction, presentation, interpretation, and conclusion drawing. The research subjects comprised three students with different mathematical thinking styles, namely visual, analytical, and integrated, who shared similarly high mathematical ability levels. The findings show that subjects with a visual mathematical thinking style create representations in the form of images, tables, or graphs for each indicator of understanding. Subjects with an analytical mathematical thinking style create representations in the form of verbal sentences or mathematical models that are rich in mathematical symbols and variables. While subjects with an integrated mathematical thinking style create representations in the form of verbal sentences, images, diagrams, mathematical symbols, tables, mathematical models, or graphs. The study concludes that while the type of mathematical thinking style—visual, analytical, or integrated—does not significantly influence the depth of students’ conceptual understanding, it does shape the strategies they employ to construct that understanding. All three students demonstrated the ability to interpret, exemplify, classify, summarize, infer, compare, and explain concepts effectively, a consistency attributed to their shared high level of mathematical proficiency. Keywords: mathematics, conceptual understanding, mathematical thinking style, cognitive process.
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Hasan, Shatha, and Yasameen Rasheed. "Iraqi architecture in mogul period." MATEC Web of Conferences 162 (2018): 05028. http://dx.doi.org/10.1051/matecconf/201816205028.
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Iraqi architecture have many periods passed through it until now, each on from these periods have it is architectural style, also through time these styles interacted among us, to creating kind of space forming, space relationships, and architectural elements (detailed treatments), the research problem being from the multi interacted architectural styles causing some of confused of general characteristic to every style, that we could distinguish by it. Research tries to study architecture style through Mogul Conquest to Baghdad. Aim of research follow main characteristic for this architectural style in the Mogul periods on the level of form, elements, and treatments. Research depending on descriptive and analytical all buildings belong to this period, so from analyzing there style by, general form for building, architectural elements, and it architectural treatment, therefore; repeating this procedures to every building we get some similarities, from these similarities we can making conclusion about pure characteristic of the style of these period. Other side, we also discover some Dissimilar in the building periods, these will lead research to make what interacting among styles in this period, after all that we can drew clearly main characteristic of Architectural Style for Mogul Conquest in Baghdad
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Mursari, Cici. "Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar." AlphaMath : Journal of Mathematics Education 5, no. 2 (2020): 40. http://dx.doi.org/10.30595/alphamath.v5i2.7345.
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The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.
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Fuad, A. Jauhar. "Method of discussion and learning styles towards student’s critical thinking ability." Jurnal Penelitian Ilmu Pendidikan 13, no. 1 (2020): 1–9. http://dx.doi.org/10.21831/jpipfip.v13i1.23592.
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Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.
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Razumnikova, O. M. "THE ROLE OF COGNITIVE STYLE IN THE FORMATION OF PERSONALIZED TRAINING PROGRAMS." Educational Psychology in Polycultural Space 66, no. 2 (2024): 60–68. http://dx.doi.org/10.24888/2073-8439-2024-66-2-60-68.
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Cognitive style is one of the most multilevel constructs in psychology, as it combines different approaches to classifying individual characteristics of information processing, decision making and strategies of cognitive activity, including learning efficiency. The expanding possibilities of online learning, not only in the teacher-student format, but also in the brain-computer format, actualize the development of personalized interfaces taking into account the individual cognitive characteristics of users. In this regard, the article presents the results of an analysis of the relationships of cognitive style indicators at the metacognitive level using different approaches to their classification. The study involved 92 students of the Faculty of Humanitarian Education aged 18–23 years. To determine the indicators of extraversion - introversion, sensory – intuition, thinking – feeling and impulsiveness – rationality according to D. Keirsey's method and a profile of thinking styles according to the Harrison-Bramson approach, a computerized program was used with the presentation of the corresponding formulations of situations. Also, the contribution of the approach-avoidance motivation (BIS-BAS system) to the organization of the cognitive style profiles was assessed using the Gray-Wilson questionnaire. It has been shown that analytical and realistic cognitive styles represent the most differentiated ways of organizing style characteristics, and the rational function “thinking” is present in the regression models of these styles, but with a greater effect in the Analyst style. The BIS-BAS systems have been the additional influence on these cognitive styles. Consequently, differences in the information processing by representatives of analytical and realistic styles of thinking together with the motivational component of cognitive activity should be taken into account when developing interface of an educational program with feedback to optimize interaction in the brain-computer system.
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Subathra, C. "BEHAVIORAL DECISION STYLE AMONG THE COLLEGE PRINCIPALS IN KANYAKUMARI DISTRICT, TAMILNADU." International Journal of Research -GRANTHAALAYAH 4, no. 12SE (2016): 55–61. http://dx.doi.org/10.29121/granthaalayah.v4.i12se.2016.2479.
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Decision-making is one of the most important elements in the administration of any organization. In higher education, college is an institution, in which the principal is a prime person who makes decision. This article investigates the perception of college principal towards his decision Making style. Numerous studies in the area of Management and Leadership indicate that one’s decision making style (DMS) is reflective of one’s leadership style. Using the Decision Making Styles Inventory (DMSI) developed by Rowe and Boulgarides (1992), this paper attempts to explore and report the managerial DMS among 130 college principals in Kanyakumari District. The scores derived from Decision making inventory were categorized into four decision styles namely: Directive, Behavioral, Analytical and Conceptual. Results revealed that a majority of principals adopted a very dominant or dominant intensity level for Behavioral Decision Making Style.
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C.Subathra. "BEHAVIORAL DECISION STYLE AMONG THE COLLEGE PRINCIPALS IN KANYAKUMARI DISTRICT, TAMILNADU." International Journal of Research -GRANTHAALAYAH 4, no. 12SE (2016): 55–61. https://doi.org/10.5281/zenodo.231103.
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Decision-making is one of the most important elements in the administration of any organization. In higher education, college is an institution, in which the principal is a prime person who makes decision. This article investigates the perception of college principal towards his decision Making style. Numerous studies in the area of Management and Leadership indicate that one’s decision making style (DMS) is reflective of one’s leadership style. Using the Decision Making Styles Inventory (DMSI) developed by Rowe and Boulgarides (1992), this paper attempts to explore and report the managerial DMS among 130 college principals in Kanyakumari District. The scores derived from Decision making inventory were categorized into four decision styles namely: Directive, Behavioral, Analytical and Conceptual. Results revealed that a majority of principals adopted a very dominant or dominant intensity level for Behavioral Decision Making Style.
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Saadati, Nadereh, Sahar Berenji, and Ali Aghaziarati. "The Roles of Parenting Styles of Mothers in Predicting Behavioral Problems in Adolescents." Journal of Adolescent and Youth Psychological Studies 1, no. 1 (2020): 61–69. https://doi.org/10.61838/kman.jayps.1.1.6.
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Background and Aim: The present study aimed to investigate the roles of parenting styles in predicting behavioral problems in adolescents in Isfahan. Methods: In the present descriptive-analytical study, we selected 120 mothers with adolescent children who visited counseling centers in Isfahan from November to February 2019 using purposive sampling, and they responded to Baumrind Parenting Style Inventory (1973) and the Achenbach's Child Behavior Checklist (CBCL) (parental form). We analyzed data using multiple regression and correlation coefficients. Results: The results indicated that there were significant negative relationships between isolation/depression and aggressive behavior with a permissive parenting style, and between social problems and rule-breaking behavior with an authoritarian parenting style. The permissive parenting style could predict isolation/depression (P=0.05) and aggressive behavior (P=0.01). The authoritarian parenting style also predicted social problems (P=0.01) and rule-breaking behavior (P=0.01), and the authoritative parenting style predicted aggressive behavior (P=0.05). Conclusion: The results indicated that permissive and authoritarian parenting styles led to more psychological feedback of adolescents with isolation/depression problems, social problems, rule-breaking behavior, and aggressive behavior.
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Soleha, Nikmatu, Wirawan Fadly, and Martinez David. "ANALYSIS OF STUDENTS' THINKING STYLES IN READING FREE-BODY DIAGRAMS AND ANALYTICAL THINKING ON NEWTON'S LAWS." EduFisika: Jurnal Pendidikan Fisika 10, no. 1 (2025): 75–86. https://doi.org/10.59052/edufisika.v10i1.42796.
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Analytical thinking skills are essential for understanding and solving physics problems, particularly those involving Newton's Laws. One effective way to develop these skills is through the use of free-body diagrams. This study aims to analyze the influence of students’ thinking styles, Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random on their analytical thinking abilities in interpreting free-body diagrams. Conducted using a qualitative descriptive approach at State Junior High School 1 Mlarak, Ponorogo Regency, data collection methods included observation, interviews, and document analysis. The findings reveal that students’ thinking styles significantly affect their ability to comprehend and represent forces in free-body diagrams. Students with a Concrete Sequential style demonstrated a more systematic approach in identifying and organizing forces, while those with an Abstract Random style faced greater challenges in structuring information. These results suggest that visual-based learning, such as the use of free-body diagrams, can enhance physics understanding and analytical thinking skills when aligned with students’ thinking styles. This study serves as an initial effort to support the development of students' analytical thinking skills, especially in the context of visual representation in physics. Additionally, the findings can be used by teachers as a reference for designing instructional strategies that cater to diverse thinking styles, thereby enriching the practice of physics education and promoting higher-order thinking skills.
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Ibragimova, Nagina. "INTERPRETING THE LANGUAGE AND STYLE OF ANALYTICAL GENRES." Theoretical & Applied Science 93, no. 01 (2021): 353–57. http://dx.doi.org/10.15863/tas.2021.01.93.59.
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Steiner, SM, JC Zemla, and S. Sloman. "MP10: ANALYTICAL STYLE PREDICTS RELIGIOUS AND TELEOLOGICAL BELIEF." Journal of Investigative Medicine 64, no. 3 (2016): 808.2–809. http://dx.doi.org/10.1136/jim-2016-000080.22.
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Purpose of StudyShenhav et al. (2011) found that individual analytical style (reflective vs. intuitive) predicts belief in God or a higher power. Although intuitive thinkers are more likely to have strengthened religious beliefs since childhood, there is no correlation between analytical style and familial religiosity during childhood. This study examines the hypothesis that the link between intuitive thinking and religious belief is part of a broader preference for teleological explanations. We also test a possible mechanism responsible for teleological endorsement: intuitive thinkers may endorse teleological explanations because they confuse causal directionality.Methods UsedA questionnaire comprised of a randomized series of stimuli was administered via Amazon Mechanical Turk. Stimuli included the Cognitive Reflection Test (CRT; Frederick, 2005) to determine analytical style, questions on conditional probability to judge causal reasoning (Kahneman & Tversky, 1977), and a series of true or false questions on various teleological statements (Kelemen et al., 2013). Participants were then asked to rank on a scale from 1–7 the extent to which they believe in the existence of God or a higher power, and the extent to which they believe such a higher power influences events in the world (agency). Statistical analysis was performed using Spearman correlation.Summary of ResultsAs expected, teleological endorsement levels positively predicted belief in agency of a higher power (R=0.28, p<.01) and CRT score negatively predicted teleological endorsement levels (R=−0.24, p<.01). However, no significant correlation was found between CRT performance and tendencies in responding to conditional probability stimuli (R=0.017, p=0.85). Individual belief in agency of a higher power predicts teleological tendencies to a greater extent than religious belief alone (p=0.075) for belief in higher power, compared with p=0.085 for belief in agency of higher power.ConclusionsOur results replicate previous findings that show a relationship between intuitive thinking and religious beliefs and suggest that this may reflect a general preference for teleological explanations. However, the reasons why intuitive thinkers endorse teleological explanations are still unclear.
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Abuhelwa, Ahmad Y., David J. R. Foster, and Richard N. Upton. "ADVAN-style analytical solutions for common pharmacokinetic models." Journal of Pharmacological and Toxicological Methods 73 (May 2015): 42–48. http://dx.doi.org/10.1016/j.vascn.2015.03.004.
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Huincahue, Jaime, Rita Borromeo-Ferri, Pamela Reyes-Santander, and Viviana Garrido-Véliz. "Mathematical Thinking Styles—The Advantage of Analytic Thinkers When Learning Mathematics." Education Sciences 11, no. 6 (2021): 289. http://dx.doi.org/10.3390/educsci11060289.
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School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.
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Ardila, Carlos Matin, Jorge Andres Alvarez Cordoba, and Angela María Gómez Restrepo. "Relationship between learning styles of faculty members and orthodontic and dentofacial orthopedic residents: an analytical cross-sectional study in an accredited dental school in Latin America." Medical Science and Discovery 6, no. 11 (2019): 295–300. http://dx.doi.org/10.36472/msd.v6i11.324.
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Objective: Information regarding the correlation between the learning styles of faculty members and orthodontic and dentofacial orthopedic residents is scant. The objective of this study was to evaluate the relationship between the learning styles of faculty members and orthodontic and dentofacial orthopedic residents.
 Material and Methods: In this analytical cross-sectional study, faculty members and orthodontic and dentofacial orthopedic residents of the School of Dentistry at the Universidad de Antioquia, Medellín, Colombia completed a structured questionnaire to identify their learning styles.
 Results: A total of 24 residents (100%) and 36 (100%) faculty members responded to the questionnaire. Residents and faculty members presented preference for the theorist and reflector styles; however, the faculty members had a higher value in the theorist style. Statistical significant Pearson correlations were identified among men residents with theorist style (r=0,36; p=0.24), and among men faculty members with active (r=0,37; p=0.026) and pragmatist styles (r=0,5; p<0.0001). Consequently, an association was observed among men residents with the theorist style, which persisted after adjusting for age and semester enrolled (OR=1.5; p=0.03). On the other hand, associations were detected among men faculty members with the active (OR=1.3; p=0.02) and the pragmatist styles (OR=1.4; p=0.005), which also remained after adjusting for age in the multivariate models.
 Conclusion: Residents and faculty members showed a preference for the theorist and reflector styles. Besides, this paper found associations between gender and some specific learning styles: men residents were associated with the theorist style, and men faculty members were associated with the active and pragmatist styles.
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Dr. Shailendra Kumara. "Narrative Scenes in Akabar Style Painting: An Analytical Study." Jai Maa Saraswati Gyandayini An International Multidisciplinary e-Journal 10, no. III (2025): 29–35. https://doi.org/10.53724/jmsg/v10n3.05.
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Akbar (1556-1605CE), was an extraordinary ruler, who not only consolidated the political power of his empire but also greatly influenced the artistic and cultural life of India. while consolidating Mughal dynastic empire in India, evolved a court style of painting, usually designated as the “Mughal style” painting. It was a rolling art movement which started with fusion of the Timurid style with local (Pre Rajsthani) painting tradition. A large atelier of painters worked for him and mostly produced illustrated manuscript besides individual paintings.
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Zaky, Muhammad, Ketut Alit Adi Untara, Indo Tang, Alfito Alfito, and Olivia Waenggo. "Exploration of Learning Style Preferences Among High School Students in the Context of Physics Education: An Empirical Analysis Using Kolb's Learning Style Inventory (KLSI)." Berkala Ilmiah Pendidikan Fisika 12, no. 3 (2024): 425. https://doi.org/10.20527/bipf.v12i3.19122.
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This study aimed to analyze the distribution of students' styles in learning Physics using the Kolb Learning Style Inventory (KLSI) in two different classes, namely XD and XG. The analysis results reveal that the Converger learning style is the most dominant, with 55.17% of students in XD and 73.53% in XG. The Converger learning style, characterized by a tendency for logical thinking and the ability to apply theory in practical contexts, is highly relevant in Physics education, which requires strong conceptual understanding and problem-solving applications. In addition, Converger, Accommodator, Diverger, and Assimilator learning styles were also identified, albeit in smaller numbers, with varying percentages across the XD and XG classes. This study reveals that the dominance of the Converger learning style in both classes suggests a strong alignment between current Physics teaching methods and the learning preferences of the majority of students. However, the presence of other learning styles underscores the importance of adopting diverse teaching strategies to ensure that all students, regardless of their learning style, are engaged and achieve optimal learning outcomes. This study also supports previous findings which proved that the Converger learning style is particularly effective in subjects that require analytical thinking and practical application, such as Physics. The implications of these findings advocate for developing more inclusive and adaptive teaching methods, integrating approaches that cater to all learning styles in the classroom.
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Fitriani, Fitriani, Alwan Mahsul, and Sudiani Sudiani. "Keterampilan Berpikir Analitis Dalam Menyelesaikan Soal Berbasis Masalah Ditinjau Dari Gaya Belajar Peserta Didik." Reflection Journal 3, no. 1 (2023): 8–20. http://dx.doi.org/10.36312/rj.v3i1.1232.
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Keterampilan berpikir analitis menjadi hal yang penting bagi peserta didik, terutama dalam menyelesaikan persoalan-persoalan dalam pelajaran Ilmu Pengetahuan Alam (IPA) yang membutuhkan kemampuan analitis. Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir analitis peserta didik dalam menyelesaikan soal berbasis masalah pada materi tekanan kelas VIII dan mengkaji pola keterkaitannya dengan eksplorasi sains. Penelitian dilakukan di SMPN 1 Ponorogo. Metode penelitian yang digunakan adalah kualitatif dengan desain naturalistik. Sampel terdiri dari 9 peserta didik yang dipilih melalui teknik pengambilan sampel purposive sampling. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan dokumentasi. Selanjutnya, data dianalisis menggunakan metode deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: 1) Profil kemampuan berpikir analitis peserta didik berbeda berdasarkan gaya belajar. Peserta didik dengan gaya belajar visual cenderung menjelaskan apa yang diketahui melalui penjelasan langsung dan rinci. Sementara itu, peserta didik dengan gaya belajar audiovisual lebih cenderung membentuk pola penalaran yang lebih sederhana dan melakukan generalisasi. Peserta didik dengan gaya belajar kinestetik cenderung menerapkan konsep yang berbeda dan unik namun tetap memiliki keterkaitan dengan permasalahan. 2) Terdapat keterkaitan antara kemampuan berpikir analitis peserta didik dan gaya belajar pada eksplorasi sains. Keterkaitan tersebut mencakup aspek experience, reasoning, modalitas, dan mindset dari peserta didik. Dengan demikian, hasil penelitian ini diharapkan dapat memberikan wawasan teoritis dan praktis bagi para pendidik dalam menentukan pendekatan dan strategi pencapaian kompetensi analitis pada pembelajaran IPA sesuai dengan gaya belajar peserta didik di sekolah. Analytical Thinking Skills in Solving Problem-Based Questions in terms of Learners' Learning Styles The ability to think analytically is important for students, especially in solving problems in Natural Sciences (IPA) lessons that require analytical skills. This study aims to identify students' analytical thinking skills in solving problem-based questions in class VIII pressure material and examine the pattern of their relationship to scientific exploration. The research was conducted at SMPN 1 Ponorogo. The research method used is qualitative with a naturalistic design. The sample consisted of 9 students who were selected through a purposive sampling technique. Data was collected through semi-structured interviews, observation and documentation. Furthermore, the data were analyzed using descriptive quantitative and descriptive qualitative methods. The results of the study show that: 1) The profile of students' analytical thinking abilities differs based on their learning style. Students with a visual learning style tend to explain what is known through direct and detailed explanations. Meanwhile, students with an audiovisual learning style are more likely to form simpler reasoning patterns and make generalizations. Students with a kinesthetic learning style tend to apply different and unique concepts but still have a connection with problems. 2) There is a relationship between students' analytical thinking skills and learning styles in scientific exploration. This linkage includes aspects of experience, reasoning, modality, and mindset of students. Thus, the results of this study are expected to provide theoretical and practical insights for educators in determining approaches and strategies for achieving analytical competence in science learning according to the learning styles of students at school.
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Viswanath, S., S. Asokan, PR Geethapriya, and K. Eswara. "Parenting Styles and their Influence on Child's Dental Behavior and Caries Status: An Analytical Cross-Sectional Study." Journal of Clinical Pediatric Dentistry 44, no. 1 (2020): 8–14. http://dx.doi.org/10.17796/1053-4625-44.1.2.
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Aim: The present study aimed to evaluate the association between parenting styles, child's behavior in dental setting and dental caries status. Study design: Children aged 3–7 years on their first dental visit were included in the study. Their parents were asked to complete Parenting Style Dimension Questionnaire (PSDQ) to assess their parenting style. Oral prophylaxis was performed for the children and their behavior was assessed using Frankl behavior rating scale. Their caries status was recorded using DMFT/deft index. Results: Out of 315 parents, 240 parents exhibited authoritative parenting style, 45 exhibited permissive and 30 exhibited authoritarian parenting style. Permissive parenting was associated with four-fold increase in the child's negative dental behavior and authoritarian parenting showed two-fold increase in the negative behavior of children compared to authoritative parenting. Children of both authoritative and authoritarian parents showed less caries status and the permissive parenting depicted threefold increase in the caries status compared to authoritative parenting. Conclusion: Children of both the permissive and authoritarian parents showed more negative dental behavior than children of authoritative parents. Children of permissive parents showed increased caries status compared to the children of authoritative parents.
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Fetzer, John. "Clashes of style." Analytical and Bioanalytical Chemistry 383, no. 3 (2005): 368–69. http://dx.doi.org/10.1007/s00216-005-0050-5.
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Dr., Taher Roshandel Arbatani, Labaf Somayeh, and Attafar Hamideh. "A Study of the Effect of User's thinking Style on the Usage Type of Internet Social Networks-(Evidence from Iran)." International Journal of Management Sciences and Business Research 2, no. 12 (2013): 109–17. https://doi.org/10.5281/zenodo.3441899.
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This article has theoretically and experimentally described an analytical model. Thinking style and its variants are the external variable and using internet social networks the internal variable. Survey was used as the research methodology and in order to gather information, thinking style questionnaire InQ (Harrison & Bramson, 2002) and a researcher-made questionnaire of using social networks was used; which its validity and reliability were tested. The population was the students of University of Isfahan (over 9000) and the sample size was 250. The sampling method was random. Findings of the study showed that most of the sample was a regular user of internet social networks. Also it can be argued that different thinking styles of individuals have a high effect on the style and frequency of using these networks. Hypothesis testing showed that thinking style has a 0.067 effect on using social networks and this effect is significant at a confidence level of 0.05. Out of the different styles of thinking, idealism thinking style with an impact factor of 0.065 had the largest effect and synthetic thinking style, analyst thinkers, pragmatist thinkers and realistic thinking in respect had the most effect on using social networks
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Huang, Jianyi, and Burton R. Sisco. "Thinking Styles of Chinese and American Adult Students in Higher Education: A Comparative Study." Psychological Reports 74, no. 2 (1994): 475–80. http://dx.doi.org/10.2466/pr0.1994.74.2.475.
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This research concerned the thinking styles of 150 Chinese and American graduate students, using the Inquiry Mode Questionnaire by Harrison and Bramson. The analysis showed the Chinese students scored as more pragmatic than the American group, and the Chinese men and American women scored as more idealistic than the Chinese women and American men. The study also indicated that students of social science or humanities and of natural science scored as more idealistic than those in engineering. Students of natural science and engineering scored as more analytical than those from social science or humanities, and engineering students scored as more realistic than those of the other majors. This group of students preferred the analytical thinking style most and the synthesist style least.
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ALBOROVA, L. A., and I. A. MAMIEVA. "CURVILINEAR FORMS IN ARCHITECTURE OF BUILDINGS AND ERECTIONS." Building and reconstruction 109, no. 5 (2023): 76–86. http://dx.doi.org/10.33979/2073-7416-2023-109-5-76-86.
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To date, the existing architectural styles have been systematized with their modifications, subspecies and style trends in relation to thin shells and shell structures. There are several chronologies of the development of architectural styles. It has been established that the intensity and variety of the use of analytical and analytically non-assignable surfaces in the architecture of shell structures, thin shells and in the external forms of various structures can be divided into five time periods. The last fifth period was decided to be called "The revival of interest in shells and curvilinear structures, the emergence of new architectural styles." According to the research materials, it began at the beginning of the XXI century. This article shows that up to now 37 analytical surfaces out of more than six hundred known surfaces have been used. The authors constate the real situation in the architecture of curvilinear forms and show the increasing interest of architects and builders in such objects. It is shown that since 2000, 16 main architectural styles have been used, not counting the latest styles declared by architects, but designated by one or two structures. Analytical and analytically undetectable surfaces that have found application in real structures are listed with specific examples. The architects who participated in the design of the most significant buildings and structures of curvilinear forms at the beginning of the XXI century are indicated. The literature used contains 32 titles.
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Rachwał -Mueller, Agnieszka. "Relation between cultural dimensions and their impact on preference of conflict styles." Zeszyty Naukowe Wyższej Szkoły Ekonomii i Informatyki w Krakowie, no. 18 (December 1, 2022): 171–80. http://dx.doi.org/10.60154/zeszytynaukowewsei.2023.1.1.09.
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This paper proposes a broad perspective for studying the influence of cultural dimensions and their influence on the process of choosing conflict management styles Definition of both culture and that of conflict are presented. Analytical review of research on the conflict styles and their relation with dimensions of culture are presented in this article. Within the paper following cultural dimensions are considered in the context of conflict management styles: individualism and collectivism, high and low power distance as well as high and low uncertainty avoidance. All models of cultural dimensions are considered within the cultural dimensions framework of Hofstede (1981). In case of individualism there is preference for an avoiding style of conflict management and in collectivist cultures typical choice is that of compromising and obliging conflict style. In case of high power distance avoiding conflict style is likely to be chosen by members of High Power cultures. Few studies cover the problem of power distance and conflict style preference, however, we may assume that the individual will chose conflict style that allows him to maintain either low or high power distance typical for his own culture. Finally the paper shows connection of low uncertainty avoidance and the choice of collaborative and compromising conflict styles. The implications of conflict resolution styles across cultures for the future research and implementation in organizations as well as in international relations are discussed.
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Witton, Frederick, Eziaku Onyeizu Rasheed, and James Olabode Bamidele Rotimi. "Does Leadership Style Differ between a Post-Disaster and Non-Disaster Response Project? A Study of Three Major Projects in New Zealand." Buildings 9, no. 9 (2019): 195. http://dx.doi.org/10.3390/buildings9090195.
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Purpose–The leadership styles of three major infrastructure projects within New Zealand were determined and comparatively analysed to ascertain whether the leadership style employed in a post-disaster recovery project would differ significantly from a normal infrastructure project. A multifactor leadership questionnaire was administered to project leaders and personnel of the three infrastructure projects. The statistically significant differences (p < 0.05) in leadership styles were determined using one-way ANOVA analytical tool in STATISTICA 13. Results showed all three projects have strong transformational and transactional leadership traits. There were similarities in leadership style amongst the projects. None of the projects had a significant laissez-faire leadership style. Hence there is no significant difference in leadership style between a disaster recovery project and a normal project. Plausible reasons and implications are provided to support these findings. This study provides insight into leadership styles employed in projects in New Zealand, which could assist in the decision-making process for new and existing projects. Future studies could investigate the effect a combination of leadership styles will have on project success and staff retention. More studies are required across New Zealand to verify the generalizability of the current study findings.
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Dr. Qamar Abbas and Dr. Mazhar Iqbal Kalyar. "Dr. Tahir Taunsvi’s “Ghazal” :An Analytical Study." Dareecha-e-Tahqeeq 4, no. 1 (2023): 22–33. http://dx.doi.org/10.58760/dareechaetahqeeq.v4i1.100.
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Dr. Hafeez Ur Rehman Tahir Taunsvi is famous for his valuable work in the field of Urdu research and criticism. His poetry, especially his “Ghazal” is also a significant part of his literary services. This aspect of his personality is mostly overpassed by the critics. His collection of poetry " تو۔۔ طے ہوا ،نا " published in 2001 AD. It has great value due to its diction, style and themes. Dr. Tahir Taunsvi’s “Ghazal” has beautiful colors of traditional and modern poetry. His “Ghazals” present the romantic atmosphere of love and beauty in an artistic style. Besides this, the optimistic and progressive approach increases the worth and value of his themes and style. It has great resistance against the exploitation and oppression. His “Ghazal” also promotes the great human and moral values. One can see the personal tragedy transforming into the grief of humanity in his “Ghazals”. In this article, the authors have presented an analytical study of Dr. Tahir Taunsvi’s Poetics.
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Erni, Erni, Maslawati Mohamad, Fadly Azhar, and Wandi Syahfutra. "Tertiary Indonesian EFL Learners’ Learning Style in Reading Hypermedia Material." Arab World English Journal 14, no. 2 (2023): 344–59. http://dx.doi.org/10.24093/awej/vol14no2.24.
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Technology, learning environment, and e-sources have shifted learners’ learning styles in academic reading courses. The study aimed to explore tertiary Indonesian EFL learners’ learning styles in reading hypermedia material since it benefits teachers in determining teaching approaches, assessments, and tasks in teaching reading courses. This study answered the research questions about tertiary Indonesian EFL learners’ learning styles and gender differences in their learning styles in reading hypermedia material., Seventy-one first-grade learners were selected randomly as the sample from the 141 learners who enrolled in the Academic Reading course. The four types of learning styles, concrete, analytical, communicative, and authority-oriented, were employed as the categories in this study. Descriptive statistics and t-tests were applied for the data analysis. The study revealed that the tertiary EFL learners’ learning styles were concrete and authority-oriented. Concrete and authority-oriented styles were the highest, the communicative style was the second, and the analytical style was the lowest. The t-test result showed no significant difference in learning styles between gender. The successful implementation of this descriptive quantitative research and the design of research instruments for learning styles contribute to expanding the research methodology in this digital era. The research result can help tertiary Indonesian EFL learners understand their learning styles. It also allows teachers to develop classroom activities, tasks, reading material, and media. Specifically, the use of hypermedia material and the changes in the learning environment mode has changed learners’ learning styles in Reading courses, which lead to a change in teachers’ teaching approaches.
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Gregory, Megan E., Shirley C. Sonesh, Jennifer Feitosa, Lauren E. Benishek, Ashley M. Hughes, and Eduardo Salas. "Decision Making on the Labor and Delivery Unit: An Investigation of Influencing Factors." Human Factors: The Journal of the Human Factors and Ergonomics Society 59, no. 6 (2017): 937–55. http://dx.doi.org/10.1177/0018720817703740.
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Objective The aim of this study was to describe the relationship between negative affect (NA), decision-making style, time stress, and decision quality in health care. Background Health care providers must often make swift, high-stakes decisions. Influencing factors of the decision-making process in this context have been understudied. Method Within a sample of labor and delivery nurses, physicians, and allied personnel, we used self-report measures to examine the impact of trait factors, including NA, decision-making style, and perceived time stress, on decision quality in a situational judgment test (Study 1). In Study 2, we observed the influence of state NA, state decision-making style, state time stress, and their relationship with decision quality on real clinical decisions. Results In Study 1, we found that trait NA significantly predicted avoidant decision-making style. Furthermore, those who were higher on trait time stress and trait avoidant decision-making style exhibited poorer decisions. In Study 2, we observed associations between state NA with state avoidant and analytical decision-making styles. We also observed that these decision-making styles, when considered in tandem with time stress, were influential in predicting clinical decision quality. Conclusion NA predicts some decision-making styles, and decision-making style can affect decision quality under time stress. This is particularly true for state factors. Application Individual differences, such as affect and decision-making style, should be considered during selection. Training to reduce time stress perceptions should be provided.
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Muhammadamin, Amir Muhammad. "“Language Style in Kurdish Poems of Safi Hirani”." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (2024): 123–42. http://dx.doi.org/10.25130/lang.8.5.7.
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This research paper which is entitled “Language Style in Kurdish Poems of Safi Hirani”, studies some theoretical linguistic aspects besides the uses of linguistic forms in Safi Hirani’s poems. Therefore, Safi’s language style can be recognized by the various language components used in his poems. He used some special Kurdish words of his owns in the lines of his poems and arranged them in a style that gives an attractive and wonderful musical tone to the poem. This research adopted descriptive analytical approach related to Swiss stylistic school and the elements of this study are composed of Safi Hirani’s Kurdish poems. This research includes an introduction, two sections, conclusion, bibliography, and the abstract of the research in Arabic and English languages. Accordingly, the content of this study is as follows: Section one covers some aspects of stylistics and the functions of stylistic language, introduction, history of stylistics, definition of stylistics from the perspective of language, the relation between linguistic stylistic and sociolinguistics, linguistic structures of Safi Hirani, reaching the summit, confirmation, terminology and grammatical deviation. Section two includes language styles of Safi Hirani, language style, types of language style, informative (declarative) language style, compositional language style, interrogative language style, imperative language style, wishful thinking language style, appeal language style and negative language style.
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Genisa, Marlina Ummas, Bambang Subali, Djukri Djukri, and Habibi Habibi. "Decision-making style profiles of pre-service biology teachers in socio-scientific issues." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 760. http://dx.doi.org/10.11591/ijere.v10i3.21376.
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This study aimed to describe the decision-making style regarding the socio-scientific issue (SSI) of pre-service Biology teachers in four regions of Indonesia as a guide in designing active, varied, and creative learning involving students in each learning session. Data were collected using a questionnaire to 514 participants and analyzed descriptively-quantitatively. The results showed that each student's decision-making style is influenced by cognitive dimensions and processes during learning. Analytical decision-making styles also have a positive effect on gender, grade, region, and university.