Learning Styles and Self-Regulation in High School Students

Authors

  • Eleonora Mihaela Popa Public School, Pantelimon, Romania (nora_popa35@yahoo.com)

Keywords:

learning style, self-regulation, behavior, individual differences

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.

Downloads

Published

2019-07-01