Comparative study of learning styles of college students

The research approach of this article was to observe which were the main differences of opinions between the groups and their learning styles, the methodology used was quantitative, observational, descriptive and comparative. A standardized ILP-R instrument was used, evaluates four complementary dimensions related to learning styles and processes in academic study that we will comment on later: (Deep Processing, Methodical Study, Retention of Facts and Elaborative Processing).with a sample of 1412 university students; the statistical analyzes that were carried out were descriptive and comparative. The main conclusion of the study is that students with an average of 90 percent develop an interest in continuing to learn and discover not only academically but personally, they are more expressive to people, they tend to make minimum mistakes because they have confidence in everything they do, Likewise, if the student works while studies , that provides an ability to relate to others, but dedicating solely to study allows more space to enjoy daily learning and full dedication to academic growth.

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Relationships between Learning Styles and Solutions Based on Analogies or Background Knowledge

Psychological Reports ◽

10.2466/pr0.1995.77.3f.1115 ◽

1995 ◽

Vol 77 (3_suppl) ◽

pp. 1115-1120 ◽

Cited By ~ 1

Author(s):

Gary Wautier ◽

Alida S. Westman

Keyword(s):

Learning Styles ◽

Concept Formation ◽

Background Knowledge ◽

Medical Problem ◽

Learning Processes ◽

Deep Processing ◽

Elaborative Processing

100 students completed Schmeck's Inventory of Learning Processes and tried to solve a medical problem after reading one or two analogies, first before and again after a hint to consider the stories just read. Two analogies made it more likely that those emphasizing Deep Processing (concept formation) would apply the analogies, but two analogies were usually not enough for those emphasizing Elaborative Processing (association) or Fact Retention. The hint helped, especially after two analogies. Students who used more Deep or Elaborative Processing also were more likely to devise solutions from their background knowledge and indicate interest in learning a greater variety of information than those relying on retention of fact.

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Learning Processes and Academic Achievement of United Arab Emirates College Students

Psychological Reports ◽

10.2466/pr0.1994.74.3.739 ◽

1994 ◽

Vol 74 (3) ◽

pp. 739-746 ◽

Cited By ~ 7

Author(s):

Mohamed A. Albaili

Keyword(s):

College Students ◽

High School ◽

Academic Achievement ◽

Multivariate Analysis ◽

Grade Point Average ◽

United Arab Emirates ◽

Learning Processes ◽

Deep Processing ◽

Grade Point ◽

Elaborative Processing

The purpose of the present investigation was to examine the relationships between scores on the learning processes assessed by the Inventory of Learning Processes and academic achievement assessed by high school average (HSA) and grade point average (GPA) for 124 undergraduate college students. Multivariate analysis of variance indicated that students with high HSAs tended to score higher on Deep Processing and Fact Retention scales than students with low HSAs. Students with high GPAs appeared to score higher on both Deep Processing and Elaborative Processing scales than students with low GPAs. Subsequent path analysis suggested that both Deep Processing and Elaborative Processing scales have direct associations with GPA.

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Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

Psychological Reports ◽

10.2466/pr0.94.3.1083-1088 ◽

2004 ◽

Vol 94 (3) ◽

pp. 1083-1088 ◽

Cited By ~ 3

Author(s):

Alida S. Westman ◽

Nicholas A. Alexander

Keyword(s):

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Conceptual Understanding ◽

Cognitive Skills ◽

Religious Affiliation ◽

Deep Processing ◽

Elaborative Processing ◽

Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

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Learning Styles of Community College versus University Students

Perceptual and Motor Skills ◽

10.2466/pms.1993.76.1.118 ◽

1993 ◽

Vol 76 (1) ◽

pp. 118-118 ◽

Cited By ~ 7

Author(s):

Mark Henson ◽

R. R. Schmeck

Keyword(s):

College Students ◽

Community College ◽

Learning Styles ◽

University Students ◽

Community College Students ◽

Learning Processes

Scores on the Inventory of Learning Processes of 89 undergraduates from each of two institutions yielded higher intercorrelations among subscales for the community college students, suggesting students from the community college mistook acting like good students for being good university students.

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Learning Styles are Content Specific and Probably Influenced by Content Areas Studied

Psychological Reports ◽

10.2466/pr0.1993.73.2.512 ◽

1993 ◽

Vol 73 (2) ◽

pp. 512-514 ◽

Cited By ~ 7

Author(s):

Alida S. Westman

Keyword(s):

Learning Styles ◽

Learning Style ◽

Content Area ◽

Foreign Languages ◽

Deep Processing ◽

California Psychological Inventory ◽

Content Areas ◽

Elaborative Processing ◽

Psychological Inventory

To investigate whether use of a learning style depends on content area, 67 seniors in college were given Schmeck's Deep and Elaborative Processing scales, the Repression-Sensitization Scale, and the Flexibility scale of the California Psychological Inventory. Scores on both the Deep and Elaborative Processing scales correlated with those on the Repression-Sensitization Scale and not with those on the Flexibility scale. Learning style depends on content area. Study of foreign languages correlated with Deep Processing, and this suggests that further study of development and change in learning styles might concentrate on this and possibly other content areas.

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