The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. a...The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. and ＂CONCLUSION＂.展开更多
The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SE-FFING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. a...The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SE-FFING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. and ＂CONCLUSION＂.展开更多
The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, a...The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, and ＂CONCLUSION＂.展开更多
The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, a...The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, and ＂CONCLUSION＂.展开更多
OBJECTIVE： State the precise objective or study question addressed in the report （e.g., ＂To determine whether...＂）. If more than one objective is addressed, the main objective should be indicated and only key sec...OBJECTIVE： State the precise objective or study question addressed in the report （e.g., ＂To determine whether...＂）. If more than one objective is addressed, the main objective should be indicated and only key secondary objectives stated. If an a priori hypothesis was tested, it should be stated.展开更多
The aim of this study was to investigate the relationship between learning styles and identity styles Students. The study consisted of all high school students and community solidarity (second period) in the 2014-2015...The aim of this study was to investigate the relationship between learning styles and identity styles Students. The study consisted of all high school students and community solidarity (second period) in the 2014-2015 school year resident of the city of Sabzevar that 100 people were selected by multistage random cluster sampling. Kolb’s Learning Styles Inventory Tool questionnaire identity styles Bennion-Adams used the results showed that successful identity styles between style concrete experience, reflective observation, abstract conceptualization and active experimentation students have a significant relationship. Among the components of a successful style only concrete experience, reflective observation and active experimentation to predict and successful identity and disoriented style of abstract conceptualization learning style to predict. Also a significant relationship between the identities of the student field does not exist. Among the students, there is significant gender identity style making.展开更多
文摘The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. and ＂CONCLUSION＂.
文摘The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SE-FFING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂. and ＂CONCLUSION＂.
文摘The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, and ＂CONCLUSION＂.
文摘The abstract should be structured into the subsections ＂BACKGROUND＂, ＂OBJECTIVE＂, ＂DESIGN, TIME AND SETTING＂, ＂PARTICIPANTS/MATERIALS＂, ＂INTERVENTIONS/METHODS＂, ＂MAIN OUTCOME MEASURE（S）＂, ＂RESULTS＂, and ＂CONCLUSION＂.
文摘OBJECTIVE： State the precise objective or study question addressed in the report （e.g., ＂To determine whether...＂）. If more than one objective is addressed, the main objective should be indicated and only key secondary objectives stated. If an a priori hypothesis was tested, it should be stated.
文摘The aim of this study was to investigate the relationship between learning styles and identity styles Students. The study consisted of all high school students and community solidarity (second period) in the 2014-2015 school year resident of the city of Sabzevar that 100 people were selected by multistage random cluster sampling. Kolb’s Learning Styles Inventory Tool questionnaire identity styles Bennion-Adams used the results showed that successful identity styles between style concrete experience, reflective observation, abstract conceptualization and active experimentation students have a significant relationship. Among the components of a successful style only concrete experience, reflective observation and active experimentation to predict and successful identity and disoriented style of abstract conceptualization learning style to predict. Also a significant relationship between the identities of the student field does not exist. Among the students, there is significant gender identity style making.
