PERSONALITY AND LEARNING STYLE: EVIDENCE FOR BIG FIVE TRAITS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Keka Varadwaj
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Big Five ◽  
Learning Processes ◽  
Reflective Learning ◽  
Big Five Personality ◽  
Regression Analyses ◽  
Elaborative Processing ◽  
Big Five Traits

The study examined the relationships between Big Five traits and learning styles of college students. Participants were 360 undergraduate students who completed the NEO-FF) and the Inventory of Learning Processes (ILP). While FFI measured the Big Five personality traits, the ILP measured student’s adoption of the four learning styles; Synthesis-analysis and Elaborative processing for reflective learning, and Methodical study and Fact retention for agentic learning. The data were analyzed by correlation and multiple regressions. The findings of the study were: (i) conscientiousness was positively and neuroticism was negatively associated with all four learning styles; (ii) both agreeableness and openness were positively associated with reflective learning styles; and (iii) extraversion is associated positively only with elaborative processing. The results of multiple regression analyses showed that respectively 37%, 26%, 35% and 9% of the variances of Synthesis-analysis, Elaborative processing, Methodical study and Fact retention were explained by the Big Five traits. The findings of study have implications for teachers in planning their instructions to the appropriateness of students’ personality trait.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals Who Likes What Kind of News? The Relationship Between Characteristics of Media Consumers and News Interest

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110030
Author(s):  
Kai Kaspar ◽  
Lisa Anna Marie Fuchs
Keyword(s):  
Big Five ◽  
Information Filtering ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Big Five Personality ◽  
Regression Analyses ◽  
Uses And Gratification ◽  
German Speaking ◽  
Explained Variance ◽  
The Relationship

Stimulated by the uses-and-gratification approach, this study examined the joint relation of several consumer characteristics to news interest. In total, 1,546 German-speaking participants rated their interest in 15 major news categories and several personal characteristics, including gender, age, the Big Five personality traits, self-esteem, as well as general positive and negative affect. Regression analyses examined the amount of interindividual variance in news interest that can be explained by this set of consumer characteristics. Overall, the amount of explained variance differed remarkably across news categories, ranging from 4% for entertainment-related news to 25% for news about technology. The most powerful explaining variables were participants’ gender, age, openness to experiences, and their amount of general positive affect. The results suggest that news interest should be defined and operationalized as a concept with multiple facets covering a huge range of content. Also, the results are important for media producers and journalists with respect to the conflict between increased need gratification of consumers and information filtering via personalized news content.

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

2021 ◽  
pp. 104687812110658
Author(s):  
Bindu Kulkarni ◽  
Ranjan Banerjee ◽  
Rajasekaran Raghunathan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Reflective Learning ◽  
Outcome Variable ◽  
Full Time ◽  
Business Simulation ◽  
Older Students ◽  
Learner Characteristics ◽  
Simulation Performance ◽  
Business Simulations

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals EFL Learning Styles Used by Female Undergraduate Students and Its Relationship to Achievement Level

2018 ◽  
Vol 8 (4) ◽  
pp. 30
Author(s):  
Wafa Ismail Saud
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Group Learning ◽  
Achievement Test ◽  
Achievement Level ◽  
Saudi Students ◽  
English Achievement ◽  
Visual Learners ◽  
Perceptual Learning Styles

The aim of the study was to investigate the preferred learning styles of undergraduate Saudi students at King Khalid University, Saudi Arabia and to examine the influence of achievement level on the choice of learning styles. A total of 110 undergraduate students participated in the study. They were in their third year of study and were majoring in English. Data was collected by means of a questionnaire and by an English achievement test. Reid’s (1987) questionnaire was used to determine the students’ preferred learning styles. It identifies six learning styles referred to as perceptual learning styles; they are visual learners, auditory learners, kinesthetic learners, tactile learners, group learners and individual learners. An English achievement test was conducted to classify students according to their academic grade. The results showed the preferred learning styles used by undergraduate Saudi students at KKU. The order of the preferred learning styles based on sensory channels was as follows: visual, tactile, kinesthetic and finally the least frequent one was auditory, furthermore, the results revealed that students prefer individual learning more than group learning. Besides that, the findings also indicated that there was no statistically significant relationship between the learning styles and achievement level except with the group learning style which was used by students who got grade Excellent or Very Good. The study concluded by providing some possible implications of the study for English teachers.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Mapping Big Five Personality Traits Within and Across Domains of Interpersonal Functioning

Assessment ◽  
2020 ◽  
pp. 107319112091395
Author(s):  
Tianwei V. Du ◽  
Alison E. Yardley ◽  
Katherine M. Thomas
Keyword(s):  
Big Five ◽  
Personality Characteristics ◽  
Interpersonal Behavior ◽  
Interpersonal Functioning ◽  
Interpersonal Circumplex ◽  
Big Five Personality ◽  
Personality Research ◽  
Big Five Traits ◽  
Five Factors ◽  
Structural Summary

The Big Five and the interpersonal circumplex are among the most extensively used structural frameworks in personality research. Of the five factors, extraversion and agreeableness are theorized to carry the most interpersonal context, however, all five factors are likely to have important interpersonal implications. In the present study, we evaluated the associations between domains of interpersonal functioning and the Big Five domains and facets using the bootstrapped structural summary method. Results suggested that all Big Five traits showed prototypical and specific interpersonal profiles, with variability observed across lower order facets and domains of interpersonal functioning. Several Big Five traits and facets not overtly related to interpersonal behavior nonetheless showed specific, prototypical associations to interpersonal profiles. Findings suggest that Big Five traits and facets are saturated with interpersonal content and even personality characteristics that are not explicitly interpersonal may still have specific interpersonal implications.

Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

2019 ◽  
Vol 27 (4) ◽  
pp. 446-464
Author(s):  
D.A. Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Educational Settings ◽  
Content Type ◽  
Short Period ◽  
Two Samples

Purpose This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates. Design/methodology/approach Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA). Findings Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford. Research limitations/implications This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers. Originality/value This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

scholarly journals Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Caroline Olsson ◽  
Hanna Lachmann ◽  
Susanne Kalén ◽  
Sari Ponzer ◽  
Cecilia Mellstrand Navarro
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Big Five ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Clear Correlation ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Big Five Inventory

Abstract Background Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students’ personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students’ attitudes towards IPE. Methods Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb’s learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions. Results When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb’s learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score. Conclusion There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.

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