Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec

Barmeyer, Christoph

doi:10.1016/j.ijintrel.2005.01.011

Cited by 93 publications

(63 citation statements)

References 14 publications

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“…By using a sample of 1,544 adults from 19 countries: the U.S., Turkey, and 17 European countries that are shown in Table 6, he examined the relationship between strong-weak uncertainty avoidance and the reflective-active learning abilities, and found that the reflective observation is more linked with strong uncertainty avoidance, whereas the active experimentation is more related to weak uncertainty avoidance (p<0.05). The results of Hoppe's study are thought to be congruent with those of Barmeyer's (2004) comparative examination and positively support Proposition 3. Table 6 describes the results of his examination.…”

Section: Chinese and American Learning Stylessupporting

confidence: 61%

“…Proposition 3 states that those with strong uncertainty avoidance culture tend to learn through the reflective observation, while those with weak uncertainty avoidance culture tend to learn through the active experimentation. Barmeyer's (2004) cross-cultural study is involved with the investigation of these two propositions. He examined learning styles of 132 French students, 98 German students, and 123…”

Section: Chinese and American Learning Stylesmentioning

confidence: 99%

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Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Yamazaki

2005

International Journal of Intercultural Relations

157

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This study presents the relationship between six typologies of cultural differences and the learning styles of Kolb's learning model. Several cross-cultural studies about learning styles indicate that learning styles may differ from one culture to another, but few studies have addressed the question of which culture is related to which learning style or ability. The present study concerns this inquiry. Exploration of this inquiry has been made in two parts. The first part investigates conceptual analogies and relationships between Kolb's model and the six cultural typologies in the domains of anthropology, cross-cultural management, and crosscultural psychology. The second part focuses on the empirical results of six comparative studies about cross-cultural differences in learning styles in the past and discusses how six propositions generated from the first theoretical examination can reflect upon their past empirical results.Those two examinations suggest that particular culture, as categorized in those domains, relates to certain learning styles or abilities.Learning styles and culture 3

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Section: Chinese and American Learning Stylessupporting

confidence: 61%

Section: Chinese and American Learning Stylesmentioning

confidence: 99%

Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Yamazaki

2005

International Journal of Intercultural Relations

157

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“…Hofstede (1986), Barmeyer (2004), Jippes and Majoor (2008), Joy andKolb (2009), Yamazaki (2005) and our own research (Rienties, Luchoomun, et al, 2013;Tempelaar et al, 2012). In strongly masculine countries like Germany and Japan, education is characterized by competition, openly striving for excellence, taking the best students as the norm, and regarding failure as a disaster.…”

Section: Hofstede's Cultural Dimensions In Higher Educationmentioning

confidence: 84%

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Rienties

Tempelaar

2013

International Journal of Intercultural Relations

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A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute, but limited research has addressed whether and how transitional issues influence academic performance. In a cross-institutional comparison among 1275 students at nine higher educational institutes in the Netherlands, differences in academic performance between Dutch and international students were identified by focussing on their levels of academic and social integration. Students' academic integration was measured with the Students' Adaptation to College Questionnaire (SACQ), while students' social integration was measured by the Social Integration Questionnaire. Afterwards, 757 international students from 52 countries were clustered into nine geographical clusters using Hofstede's cultural dimension scores.The results indicate that some groups of international students experience considerable personal-emotional and social adjustment issues, while other groups of international students adjust fairly straightforward. In particular, international students from Confucian Asia score substantially lower on academic integration than their Western peers, with moderate to strong effect sizes. The cultural dimensions of Hofstede significantly predicted academic adjustment and social adjustment, in particular power-distance (negative), masculinity and uncertainty avoidance (both positive). Follow-up multi-level analyses show that academic adjustment is the primary predictor for academic success. The results imply that higher educational institutes should focus on facilitating academic adjustment of (Bachelor) international students, in particular non-Western students.

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“…The LSI has been found to possess adequate validity and reliability (Barmeyer, 2004). The Kolb LSI was chosen because the inventory is relatively simple to administer and score and it has demonstrated a high degree of reliability (Willcoxson & Prosser, 1996).…”

Section: Independent Variablesmentioning

confidence: 99%

Academic Achievement of Students with Different Learning Styles

JilardiDamavandi¹,

Mahyuddin²,

Elias³

et al. 2011

IJPS

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The present study investigated the impact of learning styles on the academic achievement of secondary school students in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran. The mean of test scores in five subjects, namely English, science, mathematics, history and geography, was calculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 students were randomly selected as sample of this study. The results of the analyses of variance show that there is a statistically significant difference in the academic achievement of the Iranian students that correspond to the four learning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilating groups are significantly higher than for the diverging and accommodating groups.

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Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec

Cited by 93 publications

References 14 publications

Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Learning styles and typologies of cultural differences: A theoretical and empirical comparison

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Academic Achievement of Students with Different Learning Styles

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