عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Goals: The goals of this study are to examine the relationships between students' perception of social constructive learning environment with their thinking style, learning approach and learning outcomes.
Methodology: This study is a correlational study which uses regression and path analysis to find the effect of differences in learning style and learning approach in the relationship between students' perception of social constructive learning environment and learning outcomes. The number of students who participated in this study was 277 students of mathematics, science, and engineering in the University of Mashhad. Among these subjects were 193 female and 84 male students.
Findings: This study shows that student's perception of learning environment are related to their learning outcomes, and students with different learning style and learning approach, despite perceptions of social constructive learning environment, show different learning outcomes.
Results: The results of this study indicated that although the social constructive learning environment is a satisfying environment for the students and can influence their learning outcome, students with learning style 1 and deep learning approach, reach better learning outcomes.