title: Temperament-based learning styles as moderators of academic achievement.
abstract: Considerable interest in applications of temperament theory has led to proposals of four temperament-related learning styles. The hypothesis that achievement is higher when instructional strategies utilize methods consistent with students' preferred learning styles was tested using 417 seventh graders, the majority of whom were from minority and low SES families. The hypothesis was not supported; instead, student achievement was significantly higher with instructional strategies designed to promote personalized learning. The need to extend temperament-based learning styles by considering additional qualities that are important to learning is discussed.
authors.affiliation: Department of Psychology, Illinois State University, Normal 61790, USA.
authors.forename: C B
authors.initials: CB
authors.lastname: Horton
authors.forename: T
authors.initials: T
authors.lastname: Oakland
mesh_terms: D000124:Achievement; D000293:Adolescent; D000704:Analysis of Variance; D006803:Human Development; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008913:Minority Groups / Q000523:psychology; D011203:Poverty / Q000523:psychology; D011582:Psychological Theory; D013663:Teaching / Q000379:methods*; D013694:Temperament