The Moderating Role of Students' Learning Styles and Emotional Intelligence in Learning Volleyball Setting Skill in a Cooperative Method

Zamani, Fatemeh; Aghdasi, Mohammad Taghi; Fathirezaie, Zahra

doi:10.22059/jsmdl.2023.357464.1711

The Moderating Role of Students' Learning Styles and Emotional Intelligence in Learning Volleyball Setting Skill in a Cooperative Method

Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

fatemeh zamani ¹

Mohammad Taghi Aghdasi ²

Zahra Fathirezaie ³

¹ Department of Motor Behavior and Sports Psychology, Faculty of Physical Education and Sport Sciences, University of Tabriz, Azarbayjan Sharghi, Iran.

² Department of Motor Behavior and Sports Psychology, Faculty of Physical Education and Sport Sciences , University of Tabriz, Azarbayjan Sharghi, Iran.

³ . Department of Motor Behavior and Sports Psychology , Faculty of Physical Education and Sport Sciences, University of Tabriz, Azarbayjan Sharghi, Iran.

https://doi.org/10.22059/jsmdl.2023.357464.1711

Abstract

Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.
Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school were selected conveniently and were assigned into one of four groups: divergent learning style with low/high emotional intelligence and convergent learning style with low/high emotional intelligence. After the pre-test and passing the course in an educational environment by using the cooperative learning model, the participants took part in the immediate retention, retention, and transfer tests. The measurement tools were Kolb's learning styles questionnaires, Goleman's emotional intelligence questionnaires, and the French and Cooper volleyball tests. In the data analysis, the mean and standard deviation were used in the descriptive statistics section; and in the inferential statistics section, the analysis of variance with repeated measurements and mixed model (4x4) were used at a significance level of 0.05.
Findings: The findings indicate that there is a significant difference between the amount of immediate retention, retention, and transfer of volleyball setting skills in a cooperative way in groups with convergent and divergent learning styles and with high and low emotional intelligence; as in the immediate retention, retention, and transfer stages of the group with divergent learning style and high emotional intelligence got the highest score and the group with convergent learning style and low emotional intelligence got the lowest score.
Conclusion: it is important to pay attention to the role of learning styles and emotional intelligence of students in teaching setting skills. In addition, it seems that the cooperative learning model is considered a suitable method to use during sports hours.

Keywords

Divergent/Convergent Learning styles

High/Low Emotional intelligence

Cooperative Learning

Volleyball Set

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