فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: One of the influential factors in students’ learning is their learning styles which havethe capacity to change. Furthermore, creativity is considered one of the essential cognitive features ofhumans. 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 includeddental students of the third semester and above (250 persons). The data collection tools includedKolb and VARK learning style questionnaires, Averill emotional creativity questionnaire, the totalGrade Point Average (GPA), and the GPA over the past two semesters of students to measureacademic achievement. The data were analyzed using the measures of the descriptive (mean andstandard 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 accommodatinglearning style (64%) and read‑write style (31.6%) and also were single‑styled (80.4%). No significantrelationship was found between the learning styles (Kolb and VARK) and creativity with academicachievement. The students scored higher than average in emotional creativity and all of its threeelements. Moreover, there was a significant relationship between emotional creativity and the genderof 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 creativityof the students with their academic achievement. The accommodating and read‑write learning styleswere more prevalent among students and they showed high emotional creativity.