Learning styles and the selection of majors among Lebanese youth

Learning style preferences and selection of university major data were obtained from a sample of 199 Lebanese high school graduates. These measures and gender were used to assess the relation between the selection of major and learning style preferences. The main assumption was that students who believe they have competencies or ability in a certain area would make choices to pursue activities in these areas in order to develop further these competencies (Holland, 1973). The perceptual and biological development of students’ auditory, visual, tactual and kinesthetic senses appeared to be a key factor in their way of acquiring information. Thus, fitting learning preferences to the specific content knowledge required is with little doubt a very important issue that needs to be addressed by research. This study found that learning style preferences were not homogeneous and were not homogenously distributed across majors. Overall, students indicated a preference for the visual and active learning styles.Females, however, were higher than males on both reflective and verbal styles. Chi-square analyses indicated that each of the six general major areas had distinct learning style attribute profiles that distinguished them from the others. Learning style profiles, therefore, may contribute positively to student selection processes for different majors.peer-reviewe

Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

Theory Creation, Modification, and Testing: An Information Processing Model and Theory of the Anticipated and Unanticipated Consequences of Research and Development

Background: Extending Merton’s (1936) work on the consequences of purposive social action, the model, theory and taxonomy outlined here incorporates and formalizes both anticipated and unanticipated research findings in a unified theoretical framework. The model of anticipated research findings was developed initially by Carifio (1975, 1977) and was followed by the addition of the unanticipated findings component by Perla (2006). This is the first formal model, theory and synthesis of anticipated and unanticipated research findings developed to date. The wide-ranging consequences and implications of the model are discussed. Purpose:  To the extent that educational researchers, philosophers and scholars reduce unanticipated findings solely to chance, whimsy, or inspiration they declare these occurrences impossible to effectively predict, model or understand.  This article provides a way to conceptualize and formally model anticipated and unanticipated research findings.  Many concrete examples from the history of science and research and evaluation methodology are provided to illustrate the model as well as various details of an application of the model in developing instructional materials. Setting: Nature of science instructional materials development effort. Intervention: Not applicable. Research Design: Theory and model development using quantitative and qualitative methods including literature review and original model evaluations. Data Collection and Analysis: Content analysis and modified Q-sorts of research related documents, journals, logs, literature and emails as well as various theory construction and modification techniques. Findings: This article demonstrates that a formal model and theory of anticipated and unanticipated research findings can be developed and that such models should inform a broad range of research and evaluation efforts that are conducted daily worldwide.  Nine key research and evaluation principles were derived to supplement the formal model and its operations that should be helpful to novice as well as experienced researchers regardless of the research methodology or strategies they are employing.Keywords: theory construction; discovery; research methodology; information processing; program evaluation; serendipity; nature of science; instructional materials &nbsp

Theory Creation, Modification, and Testing: An Information Processing Model and Theory of the Anticipated and Unanticipated Consequences of Research and Development

Background: Extending Merton’s (1936) work on the consequences of purposive social action, the model, theory and taxonomy outlined here incorporates and formalizes both anticipated and unanticipated research findings in a unified theoretical framework. The model of anticipated research findings was developed initially by Carifio (1975, 1977) and was followed by the addition of the unanticipated findings component by Perla (2006). This is the first formal model, theory and synthesis of anticipated and unanticipated research findings developed to date. The wide-ranging consequences and implications of the model are discussed. Purpose:  To the extent that educational researchers, philosophers and scholars reduce unanticipated findings solely to chance, whimsy, or inspiration they declare these occurrences impossible to effectively predict, model or understand.  This article provides a way to conceptualize and formally model anticipated and unanticipated research findings.  Many concrete examples from the history of science and research and evaluation methodology are provided to illustrate the model as well as various details of an application of the model in developing instructional materials. Setting: Nature of science instructional materials development effort. Intervention: Not applicable. Research Design: Theory and model development using quantitative and qualitative methods including literature review and original model evaluations. Data Collection and Analysis: Content analysis and modified Q-sorts of research related documents, journals, logs, literature and emails as well as various theory construction and modification techniques. Findings: This article demonstrates that a formal model and theory of anticipated and unanticipated research findings can be developed and that such models should inform a broad range of research and evaluation efforts that are conducted daily worldwide.  Nine key research and evaluation principles were derived to supplement the formal model and its operations that should be helpful to novice as well as experienced researchers regardless of the research methodology or strategies they are employing.Keywords: theory construction; discovery; research methodology; information processing; program evaluation; serendipity; nature of science; instructional materials &nbsp

The Additive Value of Positive Psychological Capital in Predicting Work Attitudes and Behaviors

Conventional wisdom over the years and recent research findings have supported the importance of positivity in the workplace. However, to date, empirical analysis has not demonstrated potential added value of recently emerging positive state-like constructs such as psychological capital over the more established positive traits in predicting work attitudes and behaviors. This study of a sample of employees (N=336) from a broad cross section of organizations and jobs found that their state-like psychological capital is positively related to desired extra-role organizational citizenship behaviors (OCBs) and negatively with undesired organizational cynicism, intentions to quit and counterproductive workplace behaviors. Except for individual OCBs, their psychological capital also predicted unique variance in the same attitudinal and behavioral outcomes beyond their demographics, core self-evaluation, and personality traits, and person-organization fit and person-job fit. The article concludes with implications these findings have for future research and practical application