Learning Styles and Self-Regulation in High School Students
Keywords:
learning style, self-regulation, behavior, individual differencesAbstract
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.
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Copyright (c) 2019 Eleonora Mihaela Popa
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.