چکیده:
The aim of the present research was to determine the status of attributional styles and learning strategies in Tabriz students and also their relationship with the variables of intelligence, creativity, gender, and field of study. For this purpose, 500 male and female students were selected randomly from all students, and using the Creativity Questionnaire, CDS, MSLQ Questionnaire, and Raven's Intelligence Test, the required information was collected and analyzed. Attributional styles had three dimensions: locus of control, controllability, and stability; and learning strategies included high-level learning strategies, low-level learning strategies, and self-regulation strategies. According to the results obtained, the higher individuals' intellectual capacity and level of creativity were, the more they possessed an internal locus of control and greater controllability. Also, these individuals (individuals with high levels of creativity), compared to individuals with low levels of creativity, used high-level learning strategies more frequently. Another result is that students from different academic groups acted differently in using attributional styles, such that engineering students had more internal, unstable, and controllable attributions compared to other fields of study; whereas they did not show a significant difference in the use of various types of learning strategies. According to the results obtained, there was no significant difference between female and male students in the use of attributional styles; however, these two genders acted differently in their self-regulation strategies, and this difference was reported in favor of the male group.
خلاصه ماشینی:
Abstract The aim of the present research was to determine the status of causal attributions and learning strategies among students in Tabriz, as well as their relationship with the variables of intelligence, creativity, gender, and field of study.
Causal attribution methods have three dimensions: locus of control, controllability, and stability, and learning strategies also include (*) This research was conducted with the financial support of Islamic Azad University, Tabriz Branch.
Another result is that students from different academic groups acted differently in using causal attributions, such that students in the technical and engineering group had more internal, unstable, and controllable causal attributions compared to other fields of study; whereas they did not show significant differences in the use of various types of learning strategies.
According to the results obtained, there was no significant difference between male and female students in the use of causal attribution methods; however, these two genders acted differently in their self-regulation strategies, and this difference was reported in favor of the male group.
The present research has sought to answer this question: do students in different academic fields differ from each other in terms of learning strategies and causal attribution styles?
In investigating the relationship between the variables of intelligence and creativity with learning strategies, the results obtained showed that students with intelligence use learning strategies, including low-level learning strategies such as mental review and note-taking, high-level learning strategies such as elaboration and organization, and self-regulated learning strategies equally, and there is no significant difference between them in this regard.
(
, 
, 
)
