Learning Styles and Self-Regulation in High School Students

Abstract

The issue raised by this research is to identify the predominant learning style and the need to know the relationship between the predominant learning style and self-regulation in high school students. There was no significant relationship between the active learning style and the self-regulation ability of high school students. Significant relationships have been identified between reflexive learning styles, theoretically and pragmatically, and the ability of high school students to self-regulate. Preferences for a learning style and self-regulation vary with age, class, gender and preferred subject matter. There was no significant relationship between the predominant learning style and the self-regulation ability of high school students. The existence of a direct relationship between reflexive, theoretical and pragmatic learning styles and self-regulation seems to indicate that these styles are preferred to the active style of self-regulation.