عنوان مقاله [English]
نویسنده [English]چکیده [English]
Based on the assumption that learning styles can help identify one's professional direction, and students in different faculties have chosen their field of study, and hence, their professional direction, without considering their learning styles, a sample of 312 students from four faculties were randomly selected. The instrument used to measure the participants' learning styles was Kolb (1999) Learning Style Inventory which yielded the following results: Arts students are mostly concrete- experiential and use the divergent- assimilator style, while most of the Engineering students are abstract- observational and use the accommodation style. The students in Basic Sciences and in Psychology showed similarity in being abstract conceptualists and using the convergent style, although some Psychology students also showed to be active experimentalists.