The Factor Structure and Validity of the Learning Styles Profiler (LSP)

2008 ◽  
Vol 24 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Peter J. O’Connor ◽  
Chris J. Jackson
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Job Performance ◽  
Learning Style ◽  
Factor Structure ◽  
Predictive Validity ◽  
Approach And Avoidance

The Learning Styles Profiler (LSP; Jackson, 2002 ) is a modern measure of individual differences in learning style. The LSP is based on a neuropsychological model of learning, modeled on principles of approach and avoidance, and argues for the division of personality into temperament and character. There has been little research into the psychometric structure and predictive validity of this instrument. In Study 1, the factor structure of the LSP is examined, and in Study 2 the criterion-related validity of the LSP is assessed. Results support the proposed factor structure of the LSP and show that 3 of the 4 LSP scales are significant predictors of Job Performance.

scholarly journals A Survey for Need Assessment to Classify Learning Styles of Students Studying in Master Degree Programs at Universities

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Zill E Huma ◽  
Sana Nasir
Keyword(s):  
Individual Differences ◽  
Public Sector ◽  
Learning Styles ◽  
Survey Research ◽  
Learning Style ◽  
Mass Communication ◽  
Teaching Style ◽  
Degree Programs ◽  
Public And Private ◽  
Public And Private Sector

Students’ learning is highly subjective owing to their individual differences, environment and background which decide their learning styles. The purpose of this study was to explore learning styles of university students owing to generic role in their learning. There is need to assess whether students of different universities with different backgrounds but with same discipline prefer same or different learning styles. Four general universities were selected; two from each, public sector and privatesector.314 students were involved in the study from selected universities. A questionnaire was developed in the light of literature to explore learning styles of students mainly based on Grasha Reichmann Learning Style Survey (1974). Survey research design was used to collect data. The number of students against every learning style was calculated through statistical distribution. To infer the significance of results, t-test and ANOVA were applied. The findings showed that learning styles were closely linked gender wise. Further, there was no vast difference in learning styles of the students in respect of public and private sector universities. Subject based results are generally aligned but there are variations in couple of subjects like mass communication. The study concludes that students use variety of learning styles in different situations. If teacher used teaching style compatible to preferred students learning style then they would take more interest in the lesson and learn better.

scholarly journals Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning

2014 ◽  
pp. 112-126
Author(s):  
Jing Wu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Vocabulary Learning ◽  
Mainland China ◽  
Learning System ◽  
Vocabulary Learning Strategies ◽  
Learning Paths ◽  
Foreign Language Vocabulary Learning

Vocabulary learning is an on-going and life-long process, which is greatly influenced by individual differences. It has been noted that there is inefficient self-directed FL vocabulary learning of college students in mainland China and non-individualized learning may be one of the major reasons. As one of the most significant individual differences, a student’s learning style is supposed to largely determine their selection of learning strategies and have an effect on learning outcomes. This paper focuses on categorizing diversified vocabulary learning tasks which activate various vocabulary learning strategies, and integrating them into a learning system along particular learning paths to cater for different learning styles. The system is also tested in an empirical study for the purpose of checking the effects of these learning paths.

scholarly journals INDIVIDUAL DIFFERENCES IN STUDENTS IN THE ELEMENTARY SCHOOL ENVIRONMENT

2021 ◽  
Vol 2 (3) ◽  
pp. 159-164
Author(s):  
Hasanah Dwi Wahyuni ◽  
Shinta Anjani Nura ◽  
Ina Magdalena
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
School Environment ◽  
Teaching Styles ◽  
Self Concept ◽  
The Individual ◽  
Physical Skills ◽  
To Receive

Every human being was created by the Creator with all the uniqueness and characteristics of each. This arises as individual differences (individual differences). Individual differences are differences in abilities and characteristics (cognitive, personality, physical skills, and so on) between students at a certain age level and in each particular group. Through educational practices and activities, we can accommodate the individual differences of students. Likewise, the learning styles of each other are also different. There are visual, auditory, and kinesthetic learning styles. It is important to recognize the learning styles of students so that teachers can vary their teaching styles, learning methods that are suitable to be applied in the learning process. As a technique, we must be able to choose various ways that can accommodate these differences personally and optimize the improvement and interpersonal skills of each student in the long term, especially when viewed from the learning style so that it can be carried out optimally. Individual differences that need to be considered in the implementation of classroom teaching are factors related to the readiness of children to receive teaching because these differences will determine the education system as a whole. Factors that influence individual differences are self-concept (self-concept), locus of control, student anxiety, learning motivation.

scholarly journals Individual Differences in Strategy Use for L2 Lexical Inferencing: The Case of Learning Styles

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ming-yueh Shen
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Strategy Use ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Lexical Inferencing ◽  
Visual Learners ◽  
Style Preferences ◽  
Simple Regression

This study aimed to examine the effect of the second language (L2) learners’ perceptual learning style preferences on their strategy use for lexical inferencing and the treatment effect from an explicit instructional program. Joy Reid’s (1995) Perceptual Learning Style Preferences (PLSP) Inventory, a lexical inferencing test, and a vocabulary strategy questionnaire were administered to 145 university students during a 15-week reading course. The results of a simple regression analysis showed that the tactilc students tended to use more lexical inferencing strategies than the others with different learning styles; and that the visual learners tended to use strategies less frequently, compared to the other counterparts. Further analysis of simple regression indicated that the individual learners benefited most from the treatment effect, followed by the visual learners. The findings can be of significance for teachers and the L2 learners to concern individual differences in L2 inferential strategy use.

The Relationship Between Gardner’s Multiple Intelligence and Kolb’s Learning Style

2012 ◽  
Vol 3 (3) ◽  
pp. 52-59 ◽  
Author(s):  
Neo Tse Kian ◽  
Sahar Sabbaghan
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Work Environment ◽  
Learning Style ◽  
Multiple Intelligence ◽  
Multiple Intelligence Theory ◽  
Concrete Experience ◽  
Intelligence Theory ◽  
Subject Areas ◽  
The Relationship

In a diverse work environment, it’s important to have diverse managers, and people with different talents and intelligence in order to deal with different problems. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. Gardner’s Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. In the study, the participants consisted of 153 bachelor students of Management of Multimedia University of Malaysia. They were given two questionnaires, one for Kolb’s learning style and other for Gardner’s Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb’s Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. And also a slight relationship between Concrete Experience (CE) and kinesthetic and nature. The results can be found deeper in this article.

scholarly journals The Possible Differences between Learning Styles Used by Russian, English, French, and Arabic Language Learners

2021 ◽  
Vol 8 (9) ◽  
pp. 471
Author(s):  
Ali Asghar Ahmadishokouh ◽  
Fatemeh Samadi
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Language Learners ◽  
Arabic Language ◽  
Influential Factors ◽  
The Individual ◽  
Iranian Students

One of the most enduring effects on education has been the search for individual differences that can explain and predict variation in student achievement, with the hope that pedagogical methods can be designed that will capitalize on these. Among the individual differences, ‘Learning styles’ remain a popular choice for filling this role and the number of models of learning styles on offer continues to proliferate. Learning styles are said to be influential factors, in learning a second or foreign language. Despite the fact that there are lots of papers published in this area, but comparing the learning styles employed by those who are learning different foreign languages seems to be untouched. Therefore, in this study we try to address this gap, by comparing the learning styles used by Russian, English, French, and Arabic who are learning these languages as their foreign language. A number of 100 Iranian students took part in this study. They are between 18 to 20 years of age. They were divided into four groups, each including 25 members. The Ehrman and Leaver Learning Style Questionnaire (E&L) was distributed among the language learners. The finding of the study revealed that these four groups of language learners made use of learning styles differently. And also, there are significant differences between Russian, Arabic, English, and French language learners in terms of employing learning strategies.

scholarly journals The way of teaching toward different students' learning styles / Teaching that takes into account different learning styles

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Sounantha Phavadee
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Educational Goal ◽  
The Way

This article aims at reviewing the literature relates with many articles which have been published from difference scholars regarding the way of teachers teach in different students’ learning styles, from articles collection, which content the good strategies and techniques that teachers use in the classroom.  It consists to difference category of theories and effective methods of teaching to use in suitable for different learning styles. There are theories, methods, techniques and strategies teachers use in the classroom. Here some theories, methods, techniques, and strategies can be matched with just some of students’ learning styles especially some aptitude method that teachers commonly use in a classroom like writing and reading, some kind of technique they have adapted with a different type of students, the strategy to be used by the teacher which it emphasizes on individual differences and to find out match and mismatch of teaching and learning styles. Regarding this concern, the more matching with students’ learning style, the better achieving into the educational goal.

Integrating Individual Differences in Adaptive Educational Systems

2012 ◽  
pp. 94-118
Author(s):  
Elvira Popescu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Preferences ◽  
Traditional Learning ◽  
Educational Systems ◽  
Technology Enhanced Learning ◽  
Web Based ◽  
Adaptive Educational Systems ◽  
The Individual

The chapter provides an overview of the individual differences that have an impact on the learning process and that are currently integrated in adaptive educational systems (AES). The focus is on one of these human factors in particular, namely learning style, which constitutes a popular source of adaptation in recent AES, but also one of the most controversial. The chapter includes a critical analysis of learning styles and their use in technology-enhanced learning settings, motivating the need for a Unified Learning Style Model (ULSM). This model integrates a carefully selected set of learning preferences extracted from several traditional learning style models, related to perception modality, way of processing and organizing information, as well as motivational and social aspects. The practical applicability of the model is also shown by briefly introducing an adaptive Web-based educational system built on it (called WELSA) and reporting the encouraging experimental results obtained so far. The use of ULSM in the emerging Web 2.0 context is also envisioned, by proposing the addition of a social learning dimension to WELSA.

scholarly journals Design of learning scenarios based on learning styles according to the KOLB model

2021 ◽  
Vol 9 (1) ◽  
pp. 050-054
Author(s):  
Chaimae waladi ◽  
Mohammed Lamarti sefian ◽  
Mohamed khaldi
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
Assessment Tools ◽  
Information Presentation ◽  
Assessment Of Learning ◽  
Learning Scenarios

The term learning style refers to the concept of individual differences in which teaching or learning mode is most effective for them. Proponents of learning style assessment believe that optimal teaching requires diagnosing individual learning styles and adjusting teaching accordingly. The assessment of learning styles usually requires people to assess what kind of information presentation they like and/or the mental activities they find most attractive or suitable, although the assessment tools are very diverse, in this article we will propose a pedagogical scenarios 'design adapted to different learning style.

scholarly journals The implications of the research literature on learning styles for the design of instructional material

1999 ◽  
Vol 15 (3) ◽  
Author(s):  
Catherine McLoughlin
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Research Literature ◽  
Design Guidelines ◽  
Learning Cycle ◽  
Instructional Designers ◽  
Learning Material

<span>An enduring question for educational research is the effect of individual differences on the efficacy of learning. Aspects of individual differences that have been much explored relate to differences in learning styles, strategies and conceptions of learning. Such differences present a profound challenge for instructional designers, as research has shown that the quality of learning material is enhanced if the material is designed to take into account learners' individual learning styles (Rasmussen, 1998; Riding &amp; Grimley, 1999). In the context of the present research, learning style is taken to mean a consistent or habitual of mode of acquiring or imparting knowledge through study, experience or teaching (Beishuizen &amp; Stoutjesdijk, 1999). The purpose of this article is to propose ways in which individual differences can be accommodated when designing self-instructional learning materials in print for distance learners. It is advocated that instructional designers turn to research on learning styles to inform the design of adaptive learning material. Kolb's (1984) learning cycle and associated learning styles are described with a view to providing instructional design guidelines which accommodate (i) each stage of the learning cycle (ii) individual differences between learners in processing and presenting information. Examples of learning activities for each stage of the learning cycle are provided from a tertiary bridging course for adult learners. It is recommended that in designing for a diverse student body, the research literature on learning styles can provide insights that have the potential to improve instructional design.</span>

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