توجهات أهداف الإنجاز وعلاقتها بأساليب التعلم وفق نموذج فيلدر- سيلفرمان لدى طلاب الدبلوم المهنية بکلية التربية بسوهاج

The current study aims to investigate the relationship between Achievement goals orientation and learning styles according to the Felder-Silverman Model. The study also investigate whether these orientations are a significant predictor of learning styles among a sample of professional diploma students at the College of Education, Sohag University. The sample included 180 female and male students who were randomly selected from two sections: Special education and educational administration. The study used descriptive methodology, employing both comparative and correlational analyses. As for data collection tools, the researcher used the ‘orientation to achievement goals’ inventory and a ‘learning styles’ measure. These tools were administered during the first term of the 2017-2018 academic year. The most significant of these were the following: First, the results showed that professional diploma students have good orientations to achievement goals as they scored highly on this variable with a weighted mean of 3.93. In addition, the students ranked their preferred learning styles as follows: Sequential-global, active-reflective, visual -verbal, and sensory-intuitive styles, respectively. The results also yielded a statistically significant positive correlation (α= 0.01) between orientations to achievement goals and all the dimensions of learning styles among the study sample. The two-way ANOVA resulted in statistically significant effects (α= 0.01) of the gender variable on orientations to achievement goals, However, no statistically significant effects were obtained for the effects of academic discipline nor the interaction between gender and academic discipline on the four dimensions of orientations to achievement goals. On a related note, the results showed statistically significant effects (α= 0.01) of gender on students’ leaning styles for both the sequential-global and sensory-intuitive dimensions, but not for the active-reflective and visual -verbal, styles. However, no statistically significant effects were found for academic discipline and the interaction between gender and academic discipline on the four dimensions of the learning styles measure. Finally, the linear regression results indicated that orientations to achievement goals were a significant predictor (p=.01) of learning styles among the study sample. Based on these results, the study provides a number of implications and suggestions for further research.