What is your style? A learning styles inventory for lower elementary students

Roeper Review ◽  
1984 ◽  
Vol 6 (4) ◽  
pp. 208-210 ◽  
Author(s):  
Ann Boultinghouse
Keyword(s):  
Learning Styles ◽  
Elementary Students ◽  
Learning Styles Inventory

An Investigation of Kolb's Learning Styles Inventory: Social Desirability and Normative Scoring

1984 ◽  
Vol 55 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Nicholas J. Beutell ◽  
Stuart S. Kressel
Keyword(s):  
Learning Styles ◽  
Social Desirability ◽  
Business Students ◽  
Learning Styles Inventory

Adjectives from Kolb's Learning Styles Inventory were correlated with social desirability scores for 146 business students. Four out of 20 correlations were statistically significant. Since these ipsative scales were based on social desirability assumptions, i.e., homogeneity within scales, it is suggested that normative formats be explored.

Changes in Learning-Style Preferences: A Reply to Ruble and Stout

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1072-1074
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Over Time

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.

The Canfield Learning Styles Inventory: An Assessment of Its Usefulness in Accounting Education Research

2001 ◽  
Vol 16 (3) ◽  
pp. 341-365 ◽  
Author(s):  
Barbara J. Eide ◽  
Marshall A. Geiger ◽  
Bill N. Schwartz
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Internal Consistency ◽  
Critical Evaluation ◽  
Internal Consistency Reliability ◽  
Accounting Education ◽  
Learning Styles Inventory ◽  
Test Retest Reliability

Recent reviews of accounting education research have called for continued assessment of learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test-retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test-retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner-type classification instability across the two administrations. In terms of construct validity, two-factor solutions were not consistent with those reported by Canfield (1988). Further, three-factor solutions also were not consistent with Canfield's three learning domains. Therefore, along with limited theoretical support and the lack of empirical justification, we find little support for the use of the Canfield LSI in accounting education research.

Learning Style Consistency across Cognitive and Motor Settings

1995 ◽  
Vol 81 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Cheryl A. Coker
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Classroom Learning ◽  
Motor Skill Acquisition ◽  
Learning Styles Inventory ◽  
Style Consistency ◽  
Sport Analysis

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

Learning Styles of Gifted Adolescents with In-School versus Out-of-School Accomplishments in Literature

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1099-1102 ◽  
Author(s):  
Eunsook Hong ◽  
Peggy G. Perkins ◽  
Roberta M. Milgram
Keyword(s):  
Learning Styles ◽  
Grade Point Averages ◽  
High Grade ◽  
Grade Point ◽  
Gifted Learners ◽  
Hands On ◽  
Learning Styles Inventory ◽  
Auditory Learners ◽  
Gifted Adolescents ◽  
Out Of School

The learning styles of two groups of adolescents gifted in literature, one composed of subjects with high grade point averages in school in literature ( n = 232) and one of subjects who had high scores on talented out-of-school accomplishments in literature ( n = 192), were compared. Six of the 22 elements measured by the Learning Styles Inventory distinguished between the two groups. The out-of-school gifted group preferred to work with peers and felt comfortable learning in a variety of different ways. They tended to be less visual and more auditory learners and expressed a greater preference to learn by experiential or hands-on activities than the in-school gifted group. The implications for teaching and counseling gifted learners, differently defined, are discussed.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

scholarly journals Learning styles of psychiatrists and other specialists

2001 ◽  
Vol 25 (8) ◽  
pp. 306-309 ◽  
Author(s):  
Nicholas Airey ◽  
James Marriott ◽  
June Rodd
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Clinical Implications ◽  
Teaching Approaches ◽  
Concrete Experience ◽  
Learning Styles Inventory ◽  
The Individual

Aims and MethodTo describe how the Learning Styles Inventory was used to assess the preferred learning styles of a group of senior and specialist registrars from different specialities attending a management course.ResultsOf the 272 doctors studied, the learning styles of psychiatrists (n=42) emerged as significantly different to the group as a whole, favouring reflective observation and concrete experience rather than active experimentation or abstract conceptualisation.Clinical ImplicationsKnowledge of learning styles can help improve interactions with other specialities that adopt different learning strategies, and assist with the individual psychiatrist's lifelong learning. To engage the interest of medical students, psychiatrists may need to consider different teaching approaches in line with the prevalent learning style.

scholarly journals The Relationship Between Leadership Orientations and Learning Styles of Nursing Students

2021 ◽  
Author(s):  
Simge Çoşkun ◽  
Sevda Arslan
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Personal Information ◽  
Pearson Correlation ◽  
Leadership Orientations ◽  
Correlational Research ◽  
Orientation Scale ◽  
Learning Styles Inventory ◽  
Nursing Department ◽  
The Relationship

Aim: This research was conducted to determine the relationship between leadership orientations and learning styles of nursing students. Method: The study was a descriptive, and correlational research. The data were obtained from 140 students in the nursing department of an university who were volunteered to participate in the study. Personal Information Form, Leadership Orientation Scale and Kolb’s Learning Styles Inventory were used to collect data. The data were analyzed using descriptive statistics involving numerical values, percentages, mean and standard deviation, and Pearson correlation tests. Results: The nursing students obtained the highest scores in the human resources leadership and the lowest scores in the political leadership domain. It was determined that most of the students had diverger (38.6%) and assimilator (26.4%) type learning styles. A positive, significant and moderate relationship between students’ leadership orientations and learning styles was determined (r> 0.30, p <0.01). Conclusion: Results indicate that in order to prepare nursing students as leaders of the future, during arrangement of nursing training programs all learning styles including the learning styles of students have to be taken into account.

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

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