Exploring How Learning Style Relates to General and Career Management Self-Efficacy Beliefs in a Managerial Context

Yamazaki, Yoshitaka; Toyama, Michiko; Ubed, Roby Syaiful

doi:10.1080/15416518.2018.1528859

Cited by 2 publications

(1 citation statement)

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“…Furthermore, the learning tendencies of the Diverging learning style may hinder self-confidence development, which is thought to reduce anxiety. A recent study by Yamazaki, Toyama, and Ubed (2018) using a sample of Indonesian managers documented that abstract conceptualization (AC) over concrete experience (CE), and active experimentation (AE) over reflective observation (R), were associated with self-efficacy beliefs. In other words, people with a Diverging learning style have a lower level of self-efficacy than those with a Converging learning style.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Learning Style and Anxiety Among Japanese Undergraduates

Toyama¹,

Yamazaki²

2019

Psychological Applications and Trends 2019

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This study examined the relationship between learning style and anxiety among university freshmen, controlling for gender. Although many studies on learning style have been conducted since the 1960s, relatively little research has highlighted an association between learning style and anxiety. Particularly, there is limited information on how learning style relates to anxiety at a time when students experience the important transition from high school to university. This study sought to fill this gap. Participants of the study consisted of 194 freshmen of a Japanese university located near Tokyo. The third version of Kolb's Learning Style Inventory was used to identify students' learning style, while the State-Trait Anxiety Inventory (STAI) developed by Spielberger was employed to examine the level of state and trait anxiety. Data were collected in a required course and analyzed using two-way analysis of variance (i.e., learning style and gender). In our sample, 71 students had an Accommodating learning style; 69, Diverging; 41, Assimilating; and 13, Converging. Thus, as a whole, Japanese freshmen were more inclined towards a feeling than a thinking learning orientation. The study included 143 men and 51 women. Analysis of variance results revealed that the four learning styles significantly differed in both state and trait anxiety variables. However, there was an insignificant difference in both anxiety types between male and female students. Additionally, there was no interaction effect of learning style and gender in terms of both types of anxiety. The Tukey post hoc test showed that the Diverging learning style had a significantly higher level of state anxiety than the Accommodating style and Converging style. Also, the Diverging style had a significantly higher level of trait anxiety than the Accommodating style and a marginally higher level than the Converging style. These results suggest that regardless of gender, freshmen with a Diverging learning style, compared with other learning styles, tend to have the highest level of state and trait anxiety during this important academic transition.

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Section: Discussionmentioning

confidence: 99%