An individual difference perspective on student diversity

Abstract

The purpose of this study was to explore the relationships among various aspects of learning styles/strategies and personality dimensions to arrive at a "thicker" description of individual differences in functioning in general and in the school context in particular. An exploratory factor analysis of the subscales of the Inventory of Learning Processes-Revised and the NEO-Personality Inventory provided evidence for convergent and discriminant validity of six higher-order common factors. Hierarchical regression analyses were performed to differentially predict ILP-R subscales from NEO-PI subscales. The analyses were conducted separately for students identified as having high versus low academic self-esteem. The results support previous findings that self-concept variables strongly moderate relationships among personality and learning style dimensions. We discuss how the cross-fertilization between personality and learning theory and research enables us to better define what individual differences in learning consist of, how they originate, how they are manifested, what furthers or hinders their expression, and finally, to what extent they are amenable to change (maturation, development, training). Implications for school achievement, cognitive development and the productive use of individual differences in educational practice are discussed with regard to different types of learners.

Personality and Performance: Assessing the Mediating Role of Mental Model Formation in the Personality-Performance Relationship

“…These associations, coupled with research linking openness to experience with deep and elaborative approaches to learning (Geisler-Brenstein et al, 1996) and meaning and directed-learning strategies (Basuto et al, 1998), support the contention that individuals high in openness to experience are more likely to form accurate mental models through higher overall receptiveness to new ideas and the use of elaborative and directed-learning strategies. These findings along with the previously cited research linking mental model similarity and accuracy to performance (Langan-Fox et al, 2001) support the hypothesis that individuals higher in openness to experience are more likely to form accurate mental models which are more likely to lead to higher performance.…”

“…In support of this contention, a study by Geisler-Brenstein, Schmeck, and Hetherington (1996) found a positive relationship between conscientiousness and methodic, analytic learning. In other words, individuals high in conscientiousness were more methodic and organized in the manner in which they retained information.…”

“…Coupled with past research linking conscientiousness to methodic and analytic learning styles (Geisler-Brenstein et al, 1996) and the use of application-directed learning strategies (Basuto et al, 1998), individuals high in conscientiousness are hypothesized to form more accurate mental models of new information through the use of these strategies. In addition, accurate mental model formation is associated with higher overall performance (Langan-Fox et al, 2001) and training performance (Scielzo et al, 2002).…”

Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty

“…Perry was aware of the need to 'get to know students' to affect their intellectual and ethical development (Geisler-Brenstein et al 1996), the power dimension within this unavoidable hierarchical relationship was given inadequate attention.…”

Personnalité et sentiment de réussite/d’échec dans l’apprentissage d’une L2

“…En outre, c'est le caractère marquant des apprenants qui préfèrent l'apprentissage par réflexion, par création (Geisler-Brenstein, Schmeck & Hetherington, 1996 ;Slaats, Van der Sanden & Lodewijks, 1997), par la recherche de sens et l'approche constructiviste (Busato, Prins, Elshout & Hamaker, 1999). Ces apprenants ont des capacités cognitives élevées et pratiquent la pensée critique et la métacognition.…”