Personality and approaches to learning predict preference for different teaching methods

Chamorro-Premuzic, Tomas; Furnham, Adrian and Lewis, Martin. 2007. Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), pp. 241-250. ISSN 10416080 [Article]

No full text available

Abstract or Description

A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs' [Biggs, J. B (1987). Study process questionnaire manual. Hawthorn, Vic: Australian Council for Educational Research.] approaches to learning scale, and a purpose-designed questionnaire to assess their preference for different teaching methods (e.g., lab classes, standard lectures, and discussion groups). Correlations between several personality traits and approaches to learning factors suggested that personality and learning approaches are distinct, but related, constructs. The deep approach to learning was associated with Emotional Stability, Openness, and Agreeableness. These personality traits were also negatively related to the surface approach to learning, whilst Conscientiousness was associated with deep and achieving learning approaches. Hierarchical regression analyses showed that preference for interactive teaching was associated with a combination of Emotional Stability, Agreeableness, and deep learning approach. Implications are discussed with regard to individual differences in educational contexts.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1016/j.lindif.2006.12.001

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2007Published

Item ID:

5023

Date Deposited:

01 Mar 2011 14:02

Last Modified:

06 Jun 2016 15:38

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/5023

Edit Record Edit Record (login required)