Document Type : Original Article
Authors
- . Mahdokht Taheri
- . Mehran Falahchai 1
- . Mandana Javanak
- . Yasamin Babaee Hemmati 2
- . Mehdi Dasht Bozorgi 3
1 Department of Prosthodontics, Dental Sciences Research Center, School of Dentistry, Guilan University of Medical Sciences, Rasht, Iran
2 Department of Orthodontics, Dental Sciences Research Center, School of Dentistry, Guilan University of Medical Sciences, Rasht, Iran
3 School of Dentistry, Guilan University of Medical Sciences, Rasht, Iran
Abstract
BACKGROUND: One of the influential factors in students’ learning is their learning styles which have
the capacity to change. Furthermore, creativity is considered one of the essential cognitive features of
humans. Thus, this study aimed to analyze the relationship between learning styles (Kolb and VARK)
and emotional creativity with the academic achievement of dental students.
MATERIALS AND METHODS: In this descriptive‑analytical study, the statistical population included
dental students of the third semester and above (250 persons). The data collection tools included
Kolb and VARK learning style questionnaires, Averill emotional creativity questionnaire, the total
Grade Point Average (GPA), and the GPA over the past two semesters of students to measure
academic achievement. The data were analyzed using the measures of the descriptive (mean and
standard deviation) and the inferential statistics tests including one‑sample t‑test, independent t‑test,
correlation coefficients of Pearson, and Eta squared.
RESULTS: Based on Kolb and VARK learning styles, the majority of the students had accommodating
learning style (64%) and read‑write style (31.6%) and also were single‑styled (80.4%). No significant
relationship was found between the learning styles (Kolb and VARK) and creativity with academic
achievement. The students scored higher than average in emotional creativity and all of its three
elements. Moreover, there was a significant relationship between emotional creativity and the gender
of the students (P = 0.01). Female students showed higher emotional creativity (97.26 ± 10.34)
compared to the male students (94.24 ± 8.96).
CONCLUSION: There was no significant relationship between learning styles and emotional creativity
of the students with their academic achievement. The accommodating and read‑write learning styles
were more prevalent among students and they showed high emotional creativity.
Keywords
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