Investigating the relationship between the dimensions of learning and teaching environments and the dimensions of readiness for change (cognitive and emotional) among Urmia University students

Abstract

     this study is aimed to investigate the relationship between the dimensions of learning and teaching environments and change readiness among students in humanities at the University of Urmia. The population consists of all humanities students studying in second semester 93-94. Using descriptive and correlational research methods and stratified- sampling method217 people were selected. The instrument used for collecting data was two standardized questionnaire based on Likert spectrum. The first, change readiness questionnaire has been set in two dimensions (emotional readiness and cognitive preparation) in the form of 10 questions. The learning experiences questionnaire has 40 questions with 6 subscales (teaching for understanding, appropriateness and compatibility of materials, staff support and enthusiasm, interest and communication, constructive feedback and students support from each other) that measure

students Experiences of learning environments. In the present study, Cronbach's alpha coefficient for readiness to change questionnaire was 0.67and for the learning environment questionnaire was 0.884. MANOVA results show that among the dimensions of teaching for understanding, appropriateness and compatibility of materials, staff support and enthusiasm, interest and willingness to communicate and the dimensions of change there is no significant relationship. But between the dimensions of constructive feedback and students support from each other in learning and teaching environments with the dimensions of change readiness is a significant relationship. Also take a look at the regression coefficients show That 25% of the emotional change readiness is explained with dimension of learning and teaching environment, 10% of cognitive readiness is explained with the component of teaching learning environments, as well as look at the regression coefficients indicate that only constructive feedback positively and significantly predict cognitive readiness.