RT Journal Article
T1 The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students
A1 Maya, Jesús
A1 Luesia, Juan
A1 Pérez Padilla, Javier
AB Universities strive to ensure quality education focused on the diversity of the student body.According to experiential learning theory, students display different learning preferences. This studyhas a three-fold objective: to compare learning styles based on personal and educational variables, toanalyze the association between learning styles, the level of academic performance, and consistencyof performance in four assessment methods, and to examine the influence of learning dimensions instudents with medium-high performance in the assessment methods. An interdisciplinary approachwas designed involving 289 psychology, early childhood education and primary education studentsat two universities in Spain. The Learning Style Inventory was used to assess learning styles anddimensions. The assessment methods used in the developmental psychology course included thefollowing question formats: multiple-choice, short answer, creation-elaboration and an elaborationquestion on the relationship between theory and practice. Univariate analysis, multivariate analysis,and binomial logistic models were computed. The results reveal Psychology students to be moreassimilative (theoretical and abstract), while early childhood and primary education students wereevenly distributed among styles and were more divergent and convergent (practical) in absoluteterms. In addition, high scores in perception (abstract conceptualization) were associated with a highlevel of performance on the multiple-choice tests and the elaboration question on the relationshipbetween theory and practice. Abstract conceptualization was also associated with medium-highperformance in all assessment methods and this variable predicted consistent high performance,independent of the assessment method. This study highlights the importance of promoting abstractconceptualization. Recommendations for enhancing this learning dimension are presented.
PB MDPI
SN 2071-1050
YR 2021
FD 2021-03
LK http://hdl.handle.net/10272/19899
UL http://hdl.handle.net/10272/19899
LA eng
NO Maya, J., Luesia, J. F., & Pérez Padilla, J. (2021). The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students. Sustainability, 13(6), 3341. DOI: https://doi.org/10.3390/su13063341
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026