Relationships between teachers' perceived leadership style, students' learning style, and academic achievement: a study on high school students

被引：11

作者：

Yildirim, Osman ^{[1
]}

Acar, Ahmet Cevat ^{[2
]}

Bull, Susan ^{[3
]}

Sevinc, Levent ^{[2
]}

机构：

[1] Beykent Univ, Istanbul, Turkey

[2] Univ Istanbul, Istanbul, Turkey

[3] Univ Birmingham, Birmingham B15 2TT, W Midlands, England

来源：

EDUCATIONAL PSYCHOLOGY | 2008年 / 28卷 / 01期

关键词：

D O I：

10.1080/01443410701417945

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement.

引用

页码：73 / 81

页数：9

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