The Relationship Between Personality and Dominant Learning Style

DOI

10.2991/assehr.k.220131.205How to use a DOI?

Keywords

Learning styles; Learning Efficiency; Teenagers; Personality

Abstract

Learning styles and personality are essential ingredients in deciding people’s learning efficiency. This research explored the relationship between personality and dominant learning style, aiming at offering guidance for teenagers and teachers to adopt the learning style and corresponding pedagogy with the highest learning efficiency according to students’ personality. The targeted sample of this research was 33 teenagers (aged from 13-18). As they are in their formative years and the main proportion of them are students, education methods are especially important for their growth. MBTI personality model was used to classify participants’ personality types, and an experiment was designed to measure their dominant learning style based on correction rates. The result showed no obvious relationship between personality and the dominant learning style. Given teenagers with different personality types benefit from mixed learning styles, teachers should not limit students from learning through multiple modalities. As there are still lots of unexplored topics about how to improve teenagers’ learning efficiency, more research should be conducted to modify current education methods and increase teenagers’ learning efficiency. The area explored by this research is of paramount significance for the ability growth of the next generation.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Jianan Lei
PY  - 2022
DA  - 2022/02/01
TI  - The Relationship Between Personality and Dominant Learning Style
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 1133
EP  - 1137
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.205
DO  - 10.2991/assehr.k.220131.205
ID  - Lei2022
ER  -