The Mediating Role of Learning Styles and Strategies in the Relationship Between Cognitive Ability and Academic Performance PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Mediating Role of Learning Styles and Strategies in the Relationship Between Cognitive Ability and Academic Performance PDF full book. Access full book title The Mediating Role of Learning Styles and Strategies in the Relationship Between Cognitive Ability and Academic Performance by Claire Michael Robertson. Download full books in PDF and EPUB format.
Author: Claire Michael Robertson
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Cognitive ability has a strong and important relationship with academic performance. Numerous factors, however, affect a student's performance, including among others: learning style, or the way in which students typically receive and process information, and learning strategies, or the level at which students approach learning and studying. Current studies are, however, divided in their findings regarding the relationship between learning styles and strategies and academic performance as well as the mediatory role they may play. The study sought to investigate the role of students' learning styles and strategies in the relationship between cognitive ability and academic performance, in order to advance an understanding of the role that they play in this relationship. The study was conducted using a correlational research design within a cognitive psychology framework. Using convenience sampling, a total of 172 university students completed cognitive tests (Raven's Progressive Matrices and the Letter-N-Back) and a learning style and strategy survey. Structural equation modelling (SEM), specifically path analysis in combination with confirmatory factor analysis (CFA), was then used to test relationships between constructs. Results from the first model suggest that higher cognitive abilities and the use of rehearsal (the surface learning strategy) each play a unique role in predicting academic performance (??2 (67, N = 172) = 145.31, p .001). It, in additio, seems as if various components of learning style and strategy do not predict academic performance at all. A refined model of the relationship between constructs confirmed this (??2 (64, N = 172) = 70.51, p
Author: Claire Michael Robertson
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Cognitive ability has a strong and important relationship with academic performance. Numerous factors, however, affect a student's performance, including among others: learning style, or the way in which students typically receive and process information, and learning strategies, or the level at which students approach learning and studying. Current studies are, however, divided in their findings regarding the relationship between learning styles and strategies and academic performance as well as the mediatory role they may play. The study sought to investigate the role of students' learning styles and strategies in the relationship between cognitive ability and academic performance, in order to advance an understanding of the role that they play in this relationship. The study was conducted using a correlational research design within a cognitive psychology framework. Using convenience sampling, a total of 172 university students completed cognitive tests (Raven's Progressive Matrices and the Letter-N-Back) and a learning style and strategy survey. Structural equation modelling (SEM), specifically path analysis in combination with confirmatory factor analysis (CFA), was then used to test relationships between constructs. Results from the first model suggest that higher cognitive abilities and the use of rehearsal (the surface learning strategy) each play a unique role in predicting academic performance (??2 (67, N = 172) = 145.31, p .001). It, in additio, seems as if various components of learning style and strategy do not predict academic performance at all. A refined model of the relationship between constructs confirmed this (??2 (64, N = 172) = 70.51, p
Author: Michele Robert
Publisher: Psychology Press
ISBN: 1351224204
Category : Psychology
Languages : en
Pages : 807
Get Book Here
Book Description
The abstracts of the XXX International Congress of Psychology (July 2012, Cape Town) are published as a supplement to Volume 47 of the International Journal of Psychology. The published volume includes the abstracts of the invited addresses, symposia, oral and poster presentations, numbering over 5,000 separate contributions and creating an invaluable overview of the discipline of psychological science around the world today.
Author: Noah Preston
Publisher: Nova Science Publishers
ISBN: 9781634856553
Category : Cognitive styles
Languages : en
Pages : 0
Get Book Here
Book Description
The concept of learning style may include more than 70 different models with conflicting assumptions about learning and with different designs and starting points (Coffield et al., 2004). There are many different theories and models of learning styles with varying dimensions and variables (Evans & Graff, 2008). They focus on different aspects of cognitive processes, skills, sensory modalities, the process of learning, and thinking styles. Theories of learning styles assume that anyone can learn, albeit in different ways and on different levels. In this book, Chapter One sets out to explore research and outcomes into learning styles, which refer to the broadest range of preferred modes and environment for learning. Chapter Two identifies, describes, and examines the need for structure among teachers and students, as well as to understand students perceptions of this need. Chapter Three analyses the way students explain their academic results, by ordering six factors (effort, luck, knowledge bases or previous necessary knowledge, abilities, studying methods, and teacher) according to their degree of importance. Chapter Four combines knowledge from pedagogy and recommendation systems, and analyzes how combining four different learning style models (cognitive styles, epistemic styles, hemispheric styles, and perceiving styles) influences the choosing of preferred types of multimedia materials. Chapter Five investigates whether learning using clicker technology with learning styles encourages academic performance and increases pass rate in mathematics. Chapter Six reanalyzes previous research on learning styles in the Scandinavian context in relation to international research.
Author: Robert J. Sternberg
Publisher: Routledge
ISBN: 1135663629
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Author: Ronald R. Sims
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322
Get Book Here
Book Description
"It is the intent of this book to contribute to the ongoing dialogue on the important relationship of identifying an individual's learning style and the implications of how providing appropriate instruction in response to that and other styles can contribute to more effective learning and performance as mandated by calls for increased accountability and measures of learner learning success." --p. xiii.
Author: Dr. Swati Mishra
Publisher: True Sign Publishing House
ISBN: 9359042196
Category : Education
Languages : en
Pages : 137
Get Book Here
Book Description
"Academic Triumphs: The Journey To Excellence" is a compelling narrative that delves into the world of scholastic endeavors, tracing the path to academic success. This tome sheds light on the tenacity, resilience, and dedication required to achieve excellence in the realm of education. Through a tapestry of personal anecdotes, expert insights, and evidence-based strategies, readers are guided on a transformative journey of intellectual growth and discovery. The book masterfully intertwines tales of challenges faced and overcome with tools and techniques proven to enhance academic outcomes. From cultivating a growth mindset to mastering time-management skills, each chapter serves as a stepping stone towards scholastic achievement. "Academic Triumphs: The Journey To Excellence" is not just a guide; it's an inspiration, encouraging learners of all ages to pursue their passions, remain curious, and relentlessly chase after their academic dreams.
Author: Richard Riding
Publisher: Routledge
ISBN: 1134096348
Category : Education
Languages : en
Pages : 224
Get Book Here
Book Description
First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Author: Jin Su Jeong
Publisher: Frontiers Media SA
ISBN: 2889749819
Category : Science
Languages : en
Pages : 203
Get Book Here
Book Description
Author: Zehui Zhan
Publisher: Springer Nature
ISBN: 9464630248
Category : Computers
Languages : en
Pages : 1291
Get Book Here
Book Description
This is an open access book. 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)was held on July 22–24, 2022 in Changsha, China. EIMSS 2022 is to bring together innovative academics and industrial experts in the field of Education, Information Management and Service Science to a common forum. The primary goal of the conference is to promote research and developmental activities in Education, Information Management and Service Science and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in Education, Information Management and Service Science and related areas.
Author: James W. Keefe
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 58
Get Book Here
Book Description
This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive styles, affective styles, and physiological styles. Assessing student learning style is the topic of the second section, which addresses cognitive, affective, and physiological style elements, and comprehensive instruments for assessing these styles. Section 3 covers the connection between brain hemisphere and learning style, including discussion regarding hemispheric differences, sequential and simultaneous processing, hemispheric mythology, and whole brain education. Section 4 discusses applications of learning style through consideration of views of style, personalized education, significance of the style concept, schoolwide implementation, and classroom applications. References are included. (CB)
