A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners

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dc.contributor.advisor Murk, Peter J., 1942- en_US
dc.contributor.author Fratzke, Betty Jane en_US
dc.date.accessioned 2011-06-03T19:25:39Z
dc.date.available 2011-06-03T19:25:39Z
dc.date.created 1988 en_US
dc.date.issued 1988
dc.identifier LD2489.Z64 1988 .F73 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176247
dc.description.abstract The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style of learning: converger, accommodator, diverger, or assimilator. The Performax personality profile was used to identify each learner's prevailing personality type: dominant,influencer, steadiness, or compliant. Factors including learners' age, gender, and occupation were also considered.A pilot study had indicated a high correlation between learning style preference and personality type among adult learners. Data from the full study was subjected to a multivariate analysis of variance. Findings derived from this analysis indicated the relationship between learning style preference and personality type was predictable at the .000 level of confidence for participants of all ages. Dominant personality types preferred converger learning styles, influencer personality types preferred accommodator learning styles, steadiness personality types preferred diverger learning styles, and compliant personality types preferred assimilator learning styles.The overall age effect was significant at the .02 level of confidence. Younger adults (26-37) preferred abstract conceptualizations over concrete experiences significantly more than older adults (38-56) or traditional students.The accommodator learning style was significantly more predominant among adult learners; the diverger learning style was slightly more predominant among traditional students. Participants were, however, represented in all four-of Kolb's preferred learning styles for both traditional and adult learners.Gender was not found to be a significant predictor of learning style preference. Occupational choices, likewise, were not determined by this study to be significantly related to learning style preference or personality type.To the extent that participants in this study were representative of learners in general, the following implications appear warranted:Since students of all ages were represented in all four learning style categories, educators should be prepared to be flexible in teaching styles in order to meet varying individual learner needs.Learners should be given opportunities to expand their learning style range, to move through all four stages of Kolb's learning cycle.An awareness of a students personality type may enhance a teacher's understanding of the students learning needs. An understanding of personality type may also enhance interpersonal relationships both in and outside of the classroom.Students should be assisted in recognizing and understanding their own personality type and how it relates to their learning and work experiences. This understanding should facilitate lifelong learning for all individuals. en_US
dc.description.sponsorship Center for Lifelong Education
dc.format.extent vi, 98 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Cognitive styles. en_US
dc.subject.lcsh Personality. en_US
dc.subject.lcsh College students -- Psychology. en_US
dc.subject.lcsh Adult education. en_US
dc.title A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/558375 en_US

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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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