Self-Construal and Learning Styles
Presenter Hometown
Glasgow, KY
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Jonathan S. Gore
Mentor Department
Psychology
Recommended Citation
Steenbergen, Ashley E., "Self-Construal and Learning Styles" (2017). University Presentation Showcase Event. 24.
https://encompass.eku.edu/swps/2017/undergraduate/24
Abstract
Prior research has shown that gender is a predictor of learning style, but this may be due to how they define themselves. The current study hypothesizes that there is a positive correlation between physical self-construal with tactile learning styles, and a positive correlation between relational self-construal with visual and auditory learning styles, even when controlling for gender. Participants were 130 students who were recruited at Model Laboratory School, from 6th to 12th grades. The participants were surveyed to determine their physical self-construal, relational self-construal, and learning styles. The results found a positive correlation between physical self-construal and tactile learning, as expected. There was also a positive correlation between relational self-construal and visual and tactile learning. There were no significant correlations between self-construal and auditory learning. These correlations support the literature stating that most individuals are multi-modal in their learning styles, and therefore can learn in multiple ways, but this may only apply to highly relational students and not highly physical ones. The results of this study can be useful for parents, educators, and students in order to promote successful learning.
Presentation format
Poster
Poster Number
088
Self-Construal and Learning Styles
Prior research has shown that gender is a predictor of learning style, but this may be due to how they define themselves. The current study hypothesizes that there is a positive correlation between physical self-construal with tactile learning styles, and a positive correlation between relational self-construal with visual and auditory learning styles, even when controlling for gender. Participants were 130 students who were recruited at Model Laboratory School, from 6th to 12th grades. The participants were surveyed to determine their physical self-construal, relational self-construal, and learning styles. The results found a positive correlation between physical self-construal and tactile learning, as expected. There was also a positive correlation between relational self-construal and visual and tactile learning. There were no significant correlations between self-construal and auditory learning. These correlations support the literature stating that most individuals are multi-modal in their learning styles, and therefore can learn in multiple ways, but this may only apply to highly relational students and not highly physical ones. The results of this study can be useful for parents, educators, and students in order to promote successful learning.
