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To What Extent Can the Big Five and Learning Styles Predict Academic Achievement
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Köseoglu, Yaman – Journal of Education and Practice, 2016
Personality traits and learning styles play defining roles in shaping academic achievement. 202 university students completed the Big Five personality traits questionnaire and the Inventory of Learning Processes Scale and self-reported their grade point averages. Conscientiousness and agreeableness, two of the Big Five personality traits, related…
Descriptors: Cognitive Style, Personality Traits, Academic Achievement, Grade Point Average
Changes to Students' Learning Processes Following Instruction on the Topic
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Clump, Michael A. – Journal of Instructional Psychology, 2005
Previous research indicates that students' learning styles, as assessed by the Inventory of Learning Processes (ILP; Schmeck, Ribich, & Ramanaiah, 1977), change during college. Additionally, prior research indicates that teaching students about their learning styles enables them to change those learning styles. The current study investigated…
Descriptors: Learning Processes, Cognitive Style, College Students, Instructional Effectiveness
Assessing Learning-style Inventories and How Well They Predict Academic Performance.
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Leiden, Lisa I.; And Others – Academic Medicine, 1990
Through analysis of 2 learning-style tests given to 79 medical students at the University of Nevada School of Medicine, it was concluded that learning inventory tests are not good predictors of academic performance. Better test instructions or published standardized norms would make these tests better predictors. (GLR)
Descriptors: Academic Achievement, Cognitive Style, Higher Education, Learning Theories
Academic Achievement and Individual Differences in Learning Processes.
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Schmeck, Ronald R.; Grove, Eddie – Applied Psychological Measurement, 1979
The degree of relationship between academic achievement, as assessed by college grade-point average, and information processing habits, as measured by the scales of the Inventory of Learning Processes (ILP) was investigated. Results specify differences in processing between successful and unsuccessful students. (Author/JKS)
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Grade Point Average
Self-Concept and Learning: The Revised Inventory of Learning Processes.
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Schmeck, Ronald R.; And Others – Educational Psychology: An International Journal of Experimental Educational Psychology, 1991
Describes early research examining the validity of the original Inventory of Learning Processes. Presents a revised version of the inventory with reliability and validity data. Discusses reflective and agentic processing as the two major routes to academic achievement. Concludes that the smooth flow of cognition depends on the student's…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Measurement, Cognitive Processes