According to Vermunt (1998), teaching and learning are interdependent processes that can adjust to each other, by adapting the teaching strategies used by the teacher to the way students use and regulate their learning activities. Teaching, thus involves guiding students in the process of choosing learning strategies that allow the construction, modification and use of knowledge. Such teaching is oriented towards learning processes and implicitly towards the student because it focuses on the processes through which knowledge is built and then applied in practice. Most frequently, studies that have addressed this issue have found an increase in understanding, metacognition, and self-regulation [8,9]. Moreover, studies show that meaning-oriented learning is positively associated with the indicators of study efficiency, even in the case of scores obtained in exams containing factual questions. Reproductive-oriented learning has shown negative correlations with outcome measurement systems. Non-directed learning showed for the most part strong negative relationships with exam performance, while in most cases, application-oriented learning demonstrated a lack of a relationship with academic success. In addition, regular examinations in the first years of higher education hardly manage to capitalize on students' ability to use critical, analytical and concrete processing strategies. [4,10]
Using Personality-Based Propensity as a Guide for Teaching Practice
