Learning and Thinking Styles: An analysis of their interrelationship and influence on academic achievement

Abstract

This study examined whether college students' learning styles (LS) and thinking styles (TS) were interrelated, and if these could predict academic achievement. A total of 210 college students completed two inventories, one of LS (LSQ, Kolb), and the other of TS (MSG, Sternberg). The results of canonical correlation analysis revealed the presence of a moderate relationship between both types of styles. The results of regression analysis indicated that students' academic achievement was related to students' thinking styles. Students that prefer to work individually (Internal), that do not enjoy creating, formulating, and planning for problem solution (Legislative in a negative sense) and those that have adherence to existing rules and procedures (Executive) were those which obtained higher academic achievement. The implications of these findings for educational psychologists, which include assessment of LS and TS and the need to encourage thinking as an important part of the learning process, are discussed.