Learning Styles and Academic Achievement in College Students from Buenos Aires

Autores
Freiberg Hoffmann, Agustín; Stover, Juliana Beatriz; Uriel, Fabiana Edith; Fernandez Liporace, Maria Mercedes
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Learning styles analyze cognitive-intellectual aspects participating in every learning situation (Curry, 1983). The study describes the behavior of this concept in 300 college students of various degree courses (Biology, Industrial Engineering, Law, Nutrition, Psychology, and History of Art). Goals aimed at the analysis of learning styles according to personal and academic variables-gender, age, major and academic achievement, as well as the assessment of each style?s ability to predict the students? achievement. Results showed a general medium preference for every style in students of every degree course. Pragmatist style was manifested in males and in younger students. Converging style was remarkable in Engineering, as well as Nutrition and Biology students, compared to Psychology and History of Art. Analyzing styles by academic achievement, significant differences in Assimilating and Converging types were verified in Biology high-achievers. Finally, academic achievement was explained by a regression model where every learning style participates as a predictor. Results are discussed on a theoretical basis as well as considering practical outcomes. Keywords: academic achievement, CHAEA, college students, Kolb, learning styles
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Uriel, Fabiana Edith. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Materia
ACADEMIC ACHIEVEMENT
CHAEA
COLLEGE STUDENTS
LEARNING STYLES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/53302
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Learning Styles and Academic Achievement in College Students from Buenos AiresFreiberg Hoffmann, AgustínStover, Juliana BeatrizUriel, Fabiana EdithFernandez Liporace, Maria MercedesACADEMIC ACHIEVEMENTCHAEACOLLEGE STUDENTSLEARNING STYLEShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Learning styles analyze cognitive-intellectual aspects participating in every learning situation (Curry, 1983). The study describes the behavior of this concept in 300 college students of various degree courses (Biology, Industrial Engineering, Law, Nutrition, Psychology, and History of Art). Goals aimed at the analysis of learning styles according to personal and academic variables-gender, age, major and academic achievement, as well as the assessment of each style?s ability to predict the students? achievement. Results showed a general medium preference for every style in students of every degree course. Pragmatist style was manifested in males and in younger students. Converging style was remarkable in Engineering, as well as Nutrition and Biology students, compared to Psychology and History of Art. Analyzing styles by academic achievement, significant differences in Assimilating and Converging types were verified in Biology high-achievers. Finally, academic achievement was explained by a regression model where every learning style participates as a predictor. Results are discussed on a theoretical basis as well as considering practical outcomes. Keywords: academic achievement, CHAEA, college students, Kolb, learning stylesFil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Uriel, Fabiana Edith. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaCanadian Center of Science and Education2015-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/53302Freiberg Hoffmann, Agustín; Stover, Juliana Beatriz; Uriel, Fabiana Edith; Fernandez Liporace, Maria Mercedes; Learning Styles and Academic Achievement in College Students from Buenos Aires; Canadian Center of Science and Education; International Journal of Psychological Studies; 7; 3; 8-2015; 141-1561918-722XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.5539/ijps.v7n3p141info:eu-repo/semantics/altIdentifier/url/http://www.ccsenet.org/journal/index.php/ijps/article/view/50916info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T10:02:26Zoai:ri.conicet.gov.ar:11336/53302instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 10:02:26.589CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Learning Styles and Academic Achievement in College Students from Buenos Aires
title Learning Styles and Academic Achievement in College Students from Buenos Aires
spellingShingle Learning Styles and Academic Achievement in College Students from Buenos Aires
Freiberg Hoffmann, Agustín
ACADEMIC ACHIEVEMENT
CHAEA
COLLEGE STUDENTS
LEARNING STYLES
title_short Learning Styles and Academic Achievement in College Students from Buenos Aires
title_full Learning Styles and Academic Achievement in College Students from Buenos Aires
title_fullStr Learning Styles and Academic Achievement in College Students from Buenos Aires
title_full_unstemmed Learning Styles and Academic Achievement in College Students from Buenos Aires
title_sort Learning Styles and Academic Achievement in College Students from Buenos Aires
dc.creator.none.fl_str_mv Freiberg Hoffmann, Agustín
Stover, Juliana Beatriz
Uriel, Fabiana Edith
Fernandez Liporace, Maria Mercedes
author Freiberg Hoffmann, Agustín
author_facet Freiberg Hoffmann, Agustín
Stover, Juliana Beatriz
Uriel, Fabiana Edith
Fernandez Liporace, Maria Mercedes
author_role author
author2 Stover, Juliana Beatriz
Uriel, Fabiana Edith
Fernandez Liporace, Maria Mercedes
author2_role author
author
author
dc.subject.none.fl_str_mv ACADEMIC ACHIEVEMENT
CHAEA
COLLEGE STUDENTS
LEARNING STYLES
topic ACADEMIC ACHIEVEMENT
CHAEA
COLLEGE STUDENTS
LEARNING STYLES
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Learning styles analyze cognitive-intellectual aspects participating in every learning situation (Curry, 1983). The study describes the behavior of this concept in 300 college students of various degree courses (Biology, Industrial Engineering, Law, Nutrition, Psychology, and History of Art). Goals aimed at the analysis of learning styles according to personal and academic variables-gender, age, major and academic achievement, as well as the assessment of each style?s ability to predict the students? achievement. Results showed a general medium preference for every style in students of every degree course. Pragmatist style was manifested in males and in younger students. Converging style was remarkable in Engineering, as well as Nutrition and Biology students, compared to Psychology and History of Art. Analyzing styles by academic achievement, significant differences in Assimilating and Converging types were verified in Biology high-achievers. Finally, academic achievement was explained by a regression model where every learning style participates as a predictor. Results are discussed on a theoretical basis as well as considering practical outcomes. Keywords: academic achievement, CHAEA, college students, Kolb, learning styles
Fil: Freiberg Hoffmann, Agustín. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Stover, Juliana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Uriel, Fabiana Edith. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
description Learning styles analyze cognitive-intellectual aspects participating in every learning situation (Curry, 1983). The study describes the behavior of this concept in 300 college students of various degree courses (Biology, Industrial Engineering, Law, Nutrition, Psychology, and History of Art). Goals aimed at the analysis of learning styles according to personal and academic variables-gender, age, major and academic achievement, as well as the assessment of each style?s ability to predict the students? achievement. Results showed a general medium preference for every style in students of every degree course. Pragmatist style was manifested in males and in younger students. Converging style was remarkable in Engineering, as well as Nutrition and Biology students, compared to Psychology and History of Art. Analyzing styles by academic achievement, significant differences in Assimilating and Converging types were verified in Biology high-achievers. Finally, academic achievement was explained by a regression model where every learning style participates as a predictor. Results are discussed on a theoretical basis as well as considering practical outcomes. Keywords: academic achievement, CHAEA, college students, Kolb, learning styles
publishDate 2015
dc.date.none.fl_str_mv 2015-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/53302
Freiberg Hoffmann, Agustín; Stover, Juliana Beatriz; Uriel, Fabiana Edith; Fernandez Liporace, Maria Mercedes; Learning Styles and Academic Achievement in College Students from Buenos Aires; Canadian Center of Science and Education; International Journal of Psychological Studies; 7; 3; 8-2015; 141-156
1918-722X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/53302
identifier_str_mv Freiberg Hoffmann, Agustín; Stover, Juliana Beatriz; Uriel, Fabiana Edith; Fernandez Liporace, Maria Mercedes; Learning Styles and Academic Achievement in College Students from Buenos Aires; Canadian Center of Science and Education; International Journal of Psychological Studies; 7; 3; 8-2015; 141-156
1918-722X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.5539/ijps.v7n3p141
info:eu-repo/semantics/altIdentifier/url/http://www.ccsenet.org/journal/index.php/ijps/article/view/50916
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Canadian Center of Science and Education
publisher.none.fl_str_mv Canadian Center of Science and Education
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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