The Relationship between Learning Styles (Active- Reflective and Sequential-Holistic) and Computer Anxiety in Undergraduate Students

The purpose of this study was the investigation of the relationship between learning styles (active- reflective and sequential-holistic) and computer anxiety in undergraduate students of faculty of Psychology and Educational Sciences، Allameh Tabatabaee University. To do so، a sample of 310 students was selected using multi-stage cluster sampling. Measurement tools in this research included Felder - Soloman learning styles questionnaire (1999) and Heinsen and colleagues computer anxiety questionnaire (1987). The research data were analyzed with descriptive and inferential statistics (mean، frequency، standard deviation، independent t test، and point biserial correlation coefficient) and the following results were obtained: There was a significant relationship between active-reflective learning style and students'' computer anxiety، i. e.، students with reflective learning style had more anxiety than those with active style. There was also significant relationship between sequential-holistic learning style and computer anxiety، so that students with holistic learning style had a higher computer anxiety than those with sequential learning style. There was no significant relationship between gender and computer anxiety.