The Relation of Thinking Styles and Self-efficacy with Aid-seeking Notion of students

Mirani Sagezi, Hana and Rezaii Sharif, ali and Khalegkhah, masoud (2016) The Relation of Thinking Styles and Self-efficacy with Aid-seeking Notion of students. Masters thesis, university of Mohaghegh Ardabili.

Text (رابطه¬ی سبک‌های تفکر و باورهای خودکارآمدی با کمک طلبی تحصیلی در دانش آموزان دخترمقطع متوسطه ی دوره ی دوم شهرستان سقز) Hana Mirani Sagezi.pdf Download (520kB)

Abstract

The main aim of this research is to determine the relation of thinking styles and self-efficacy with aid-seeking notion of students. This research is descriptive from correlation and survey type. Its statistical population is included from female high school students of Saghghez town studying in academic year 2015-16, which according to statistics are about 1850 students. From this, 320 students are selected as the sample under study. In order to gather data, questionnaire is used. Analysis results show that correlation between legal ( ), administrative ( ), judicial ( ), conservative ( ) thinking styles and oligarchy thought ( ) with receiving educational aid-seeking is positive and significant. This is while no significant relation between other thinking styles and self-efficacy with receiving academic aid-seeking has been observed. At the same time, correlation between legal ( ), judicial ( ), liberal ( ), conservative , hierarchical , and oligarchy thinking styles ( ) with avoiding educational aid-seeking has been significant, but the direction of this relation is negative. Results showed that legal, administrative, judicial, general, partial, liberal, conservative, hierarchical, royal, oligarchy, anarchist, internal, external thinking styles, and self-efficacy may predict the variable of receiving academic aid-seeking. The ability to explain variance of receiving academic aid-seeking is 30 percent. Also, predicting variables of legal, administrative, judicial, general, partial, liberal, conservative, hierarchical, royal, oligarchy, anarchist, internal, external thinking styles, and self-efficacy have been able to determine the variable variance of avoiding admission of academic aid-seeking equal to 22 percent.

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