Document Type : Original Article

Authors

1 Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran

2 Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran

10.22034/iepa.2021.298285.1295

Abstract

The present study aimed to investigate and compare the relationship between academic buoyancy, learning styles, and school bonding among students educated via the educational approaches of Mizan and public schools in Tehran. The study was descriptive-correlational. The statistical population comprised 2680 elementary-school students in Tehran in the 2018-2019 academic year. A sample of 600 was selected from public and guided discovery schools (300 students from public and 300 from Mizan guided discovery schools) based on stratified random sampling. The research tools included Martin and Marsh Academic Buoyancy Scale, Grasha-Riechmann Learning Style Survey (LSS), and Rezaei Sharif School Bonding Questionnaire (SBQ). Data were analyzed using the Pearson correlation coefficient and one-way analysis of variance (ANOVA). The results showed that the score of academic buoyancy was significantly higher among students receiving guided discovery than those receiving traditional education (p <0.05). The mean scores of avoidant and competitive learning styles were lower in students receiving guided discovery learning (p <0.05). Furthermore, the mean scores of school bonding and belief in school were higher among students receiving guided discovery than public education. (p <0.05). The study findings further highlighted the significance of considering learning styles and school bonding on academic buoyancy. It is considered a crucial step in understanding the factors affecting academic buoyancy in students.

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