Explaining the overlap between personality and learning style
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Cited by (61)
Thinking styles and self-determination among university students who are deaf or hard of hearing and hearing university students
2019, Research in Developmental DisabilitiesCitation Excerpt :Both constructs emphasize preferences, which means a possible link may exist between the two variables. At the empirical level, previous research has suggested that personality is strongly related to both intellectual styles (Busato, Prins, Elshout, & Hamaker, 1998; Jackson & Lawty-Jones, 1996; L.F. Zhang, 2001) and self-determination (Ingledew, Markland, & Sheppard, 2004), and that intelligence is strongly related to both intellectual styles and self-determination (Perreault, Mask, Morgan, & Blanchard, 2014; Zhang & Sternberg, 2006). As such, intellectual styles and self-determination could be strongly related to each other, as they share a common space over personality and intelligence.
Thinking styles: Distinct from personality?
2018, Personality and Individual DifferencesCitation Excerpt :The answer to this question would directly matter to the value of intellectual styles as a unique construct. Some scholars argued that styles are subordinate to personality (e.g., Jackson & Lawty-Jones, 1996; von Wittich & Antonakis, 2011), whereas other scholars insisted that personality and styles are distinct constructs and they respectively have unique contributions to the understanding of individual differences (e.g., Li & Armstrong, 2015; Zhang, 2006). From an empirical perspective, the relationship between personality and styles can be understood from three lines of research: (1) research that examines the extent of overlap between personality and styles; (2) research that reveals the unique contributions of styles to other outcome variables beyond personality; and (3) research that compares the difference in changeability between personality and thinking styles.
Are Surgeons Born or Made? A Comparison of Personality Traits and Learning Styles Between Surgical Trainees and Medical Students
2016, Journal of Surgical EducationCitation Excerpt :Similarly with studying nursing students, Laschinger and Boss3 found no relationship between learning style and preferred nursing specialty. Evidence from the psychology literature implies that a certain level of overlap exists between personality attributes and preferred learning style,4 suggesting that these entities should not be considered in isolation. Both subjective opinions and objective research suggest that a specific “surgical personality” exists with unique identifiable characteristics; however, no clear consensus has yet been determined.5
The relationship between Kolb's experiential learning styles and Big Five personality traits in international managers
2015, Personality and Individual DifferencesCitation Excerpt :Yet whether or not learning style is a wholly integral part of personality theory remains unclear (Kirton, 1999, p. 120). Some studies concluded that learning style is a sub-set of personality based on consistent correlations between the two constructs (e.g., Furnham, 1992; Jackson & Lawty-Jones, 1996) whereas others have concluded that learning style is distinctive and worthy of investigation separately from personality due to shared variance between the two constructs being low (e.g., Busato, Prins, Elshout & Hamaker, 2000; Chamorro-Premuzic, Furnham & Lewis, 2007; Riding & Wigley, 1997; von Wittich & Antonakis, 2011; Zhang, 2003, 2006). While sample, sample size, analytical methods adopted by different studies, and interpretations by researchers all contribute to different conclusions from previous studies, further investigations that can contribute to this scholarly debate is needed (Chamorro-Premuzic & Furnham, 2009).
What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction
2012, Computers and EducationCitation Excerpt :Furnham, Jackson, and Miller (1999) reported that personality and learning style together account for a small but important variance in measures of work performance. Other studies have taken the stance that learning style is a subset of personality (Furnham, 1992, 1996; Jackson & Lawty-Jones, 1996), and that learning styles represent the learned components of personality (Jackson & Lawty-Jones, 1996). Although a relationship between learning style and learning performance has been confirmed, it remains to be ascertained which learning style leads to better learning performance, especially in an MMEL environment.
Teachers using learning styles: Torn between research and accountability?
2010, Teaching and Teacher Education