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| Autor/inn/en | Haygood, E. Langston; Iran-Nejad, Asghar |
|---|---|
| Titel | A Study of the Relationship between Learning Conceptions and Learning Styles among College Students. |
| Quelle | (1994), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Cognitive Style; College Students; Comparative Analysis; Grade Point Average; Higher Education; Personality Measures; Personality Traits; Student Characteristics; Myers Briggs Type Indicator |
| Abstract | This study compared learning conceptions as described by the Learning Conceptions Inventory (LCI) with learning styles and personality types of the Myers-Briggs Inventory and with grade point averages among 303 college and graduate students from several institutions in Alabama. Data were analyzed using canonical correlational analysis and regression analysis. Results indicated that teaching and learning that is "whole-theme" correlates with the introversion/intuition/thinking/judging-introversion/intuition/thinking/perceiving scale of the Myers-Briggs Inventory and with academic success. Also, results indicated that S (or sensing) types are seriously disadvantaged in traditional academic contexts. However, according to type theory, since every person possesses all the preferences of the Myers-Briggs-type categories, it would seem possible to help all students develop a learning conception, particularly the successful ability to reorganize one's own knowledge, that would enhance their academic experience. (Contains 33 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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