title: Styles and Style-Stretching: How are They Related to Successful Learning?
abstract: Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.
authors.affiliation: ELT Department, Fatih University, Istanbul, Turkey.
authors.forename: Carol
authors.initials: C
authors.lastname: Griffiths
authors.affiliation: School of Foreign Languages, Yeditepe University, Kayışdağı Caddesi, 26 Ağustos Yerleşkesi, Ataşehir, Istanbul, Turkey. gorsevi@gmail.com.
authors.forename: Görsev
authors.initials: G
authors.lastname: İnceçay
mesh_terms: D000328:Adult; D004521:Educational Measurement; D006801:Humans; D007858:Learning / Q000502:physiology*; D010465:Perception / Q000502:physiology*; D011581:Psychological Tests; D055815:Young Adult
keywords: Ambiguity tolerance; Aural style; Communicative style; Environmental preference; Style instrumentation; Style stretching