摘要：The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of digital informal learning among Shiraz University students. The research method was descriptive-correlational method. The research sample consisted of 320 students of Shiraz University who were selected using stratified random sampling method. The tools used in this study include scales for measuring students' preferred learning styles (Ozdamar-Keskin, Ozata, Banar & Royle, 2015), informal digital learning (He and Li, 2019), academic performance (Yu, Tian, Vogel & Kwok, 2010). that, after calculating their validity and reliability, analyzed them using structural equation models. The findings showed that more students' preference for visual learning was positively and significantly correlated with increased tendency to informal digital learning (β = 0.32, p = 0.0001). Also, there is a positive and significant relationship between more students' preference for dependent learning with increasing tendency to digital informal learning (β = 0.27, p = 0.02). In addition, the findings showed that there was a positive and significant relationship between increasing the tendency to digital informal learning and improving students' academic performance (β = 0.38, p = 0.0001). On the other hand, the findings showed that increasing students' desire to learn dependent on increasing their academic performance (β = 0.27, p = 0.01). Thus, digital informal learning with its mediating role has a positive effect between preferred learning style and academic performance and it can increase or decrease academic performance among students.
其他摘要：The aim of this study was to investigate the relationship between preferred learning style and academic performance with the mediating role of digital informal learning among Shiraz University students. The research method was descriptive-correlational method. The research sample consisted of 320 students of Shiraz University who were selected using stratified random sampling method. The tools used in this study include scales for measuring students' preferred learning styles (Ozdamar-Keskin, Ozata, Banar & Royle, 2015), informal digital learning (He and Li, 2019), academic performance (Yu, Tian, Vogel & Kwok, 2010). that, after calculating their validity and reliability, analyzed them using structural equation models. The findings showed that more students' preference for visual learning was positively and significantly correlated with increased tendency to informal digital learning (β = 0.32, p = 0.0001). Also, there is a positive and significant relationship between more students' preference for dependent learning with increasing tendency to digital informal learning (β = 0.27, p = 0.02). In addition, the findings showed that there was a positive and significant relationship between increasing the tendency to digital informal learning and improving students' academic performance (β = 0.38, p = 0.0001). On the other hand, the findings showed that increasing students' desire to learn dependent on increasing their academic performance (β = 0.27, p = 0.01). Thus, digital informal learning with its mediating role has a positive effect between preferred learning style and academic performance and it can increase or decrease academic performance among students.
