Reflective Style and Speech Production During Academic Task Solving In University Students
The aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Lesya Ukrainka Volyn National University
2020-06-01
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| Series: | East European Journal of Psycholinguistics |
| Subjects: | |
| Online Access: | http://eejpl.eenu.edu.ua/index.php/eejpl/article/view/292/237 |
| _version_ | 1797726857580249088 |
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| author | Olena Savchenko Heorhii Kalmykov Liudmyla Malimon |
| author_facet | Olena Savchenko Heorhii Kalmykov Liudmyla Malimon |
| author_sort | Olena Savchenko |
| collection | DOAJ |
| description | The aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably active –reflective, sensing – intuitive, visual – verbal and sequential - global. The study applies functional analysis suggested by Naydonov (2008). The students were asked to solve the academic tasks aligned with their knowledge of the academic module. The study applies analysis of fourteen categories according to the following two criteria, notably considering the content/meaning of students’ responses and type of solution. The findings indicate that students with a high level of reflective and verbal style less frequently apply category text (34.55±12.39), comparatively with students with a low level of reflective та verbal style (65.94±4.13). Students with a high level of reflective and verbal style more frequently apply category tools (6.61±1.96) and less frequently category intentions (1.69±1.78) comparatively with students with a low level of reflective and verbal style (1.06±.78 and 2.30±.71, respectively). Category models are more frequent in students with a medium level of reflective style (3.61±.99), comparatively with students with a high (2.05±2.76) and a low (2.69±1.01) level. Therefore, speech production in categories of models and tools evaluates the best solutions in the academic setting, providing an efficient academic task solving. |
| first_indexed | 2024-03-12T10:51:32Z |
| format | Article |
| id | doaj.art-70c48f2b9eea4743b03cce07a070b8d8 |
| institution | Directory Open Access Journal |
| issn | 2312-3265 2313-2116 |
| language | English |
| last_indexed | 2024-03-12T10:51:32Z |
| publishDate | 2020-06-01 |
| publisher | Lesya Ukrainka Volyn National University |
| record_format | Article |
| series | East European Journal of Psycholinguistics |
| spelling | doaj.art-70c48f2b9eea4743b03cce07a070b8d82023-09-02T06:58:59ZengLesya Ukrainka Volyn National UniversityEast European Journal of Psycholinguistics2312-32652313-21162020-06-017114615510.29038/eejpl.2020.7.1.savReflective Style and Speech Production During Academic Task Solving In University StudentsOlena Savchenko0https://orcid.org/0000-0002-7069-7419Heorhii Kalmykov1https://orcid.org/0000-0002-1378-5236Liudmyla Malimon2Vadym Hetman National Economic University of Kyiv, UkraineDonbass State Pedagogical University, Ukraine Lesya Ukrainka Eastern European National University, UkraineThe aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably active –reflective, sensing – intuitive, visual – verbal and sequential - global. The study applies functional analysis suggested by Naydonov (2008). The students were asked to solve the academic tasks aligned with their knowledge of the academic module. The study applies analysis of fourteen categories according to the following two criteria, notably considering the content/meaning of students’ responses and type of solution. The findings indicate that students with a high level of reflective and verbal style less frequently apply category text (34.55±12.39), comparatively with students with a low level of reflective та verbal style (65.94±4.13). Students with a high level of reflective and verbal style more frequently apply category tools (6.61±1.96) and less frequently category intentions (1.69±1.78) comparatively with students with a low level of reflective and verbal style (1.06±.78 and 2.30±.71, respectively). Category models are more frequent in students with a medium level of reflective style (3.61±.99), comparatively with students with a high (2.05±2.76) and a low (2.69±1.01) level. Therefore, speech production in categories of models and tools evaluates the best solutions in the academic setting, providing an efficient academic task solving.http://eejpl.eenu.edu.ua/index.php/eejpl/article/view/292/237reflectionreflectivityreflective stylespeechcontent and meaning-oriented analysis |
| spellingShingle | Olena Savchenko Heorhii Kalmykov Liudmyla Malimon Reflective Style and Speech Production During Academic Task Solving In University Students East European Journal of Psycholinguistics reflection reflectivity reflective style speech content and meaning-oriented analysis |
| title | Reflective Style and Speech Production During Academic Task Solving In University Students |
| title_full | Reflective Style and Speech Production During Academic Task Solving In University Students |
| title_fullStr | Reflective Style and Speech Production During Academic Task Solving In University Students |
| title_full_unstemmed | Reflective Style and Speech Production During Academic Task Solving In University Students |
| title_short | Reflective Style and Speech Production During Academic Task Solving In University Students |
| title_sort | reflective style and speech production during academic task solving in university students |
| topic | reflection reflectivity reflective style speech content and meaning-oriented analysis |
| url | http://eejpl.eenu.edu.ua/index.php/eejpl/article/view/292/237 |
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