Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec
By C. Barmeyer. 2004
145 citations recorded by the source corpus.
Subfields: Communication, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/677b7cbf6d13a0b3cf515056d900000fcfe08c31
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In Communication
- A. Mohr
- Dirk Holtbrügge
- Bart Rienties
- Dirk T. Tempelaar
- Shanshan Qian
- Chao Miao
- Y. Yamazaki
- Kerri Anne Crowne
In Developmental and Educational Psychology
Citations in the corpus
- Cultural Determinants of Learning Style Preferences (2010, background): “…significance of 1 Since carrying out this study, an updated version of this questionnaire (VSM08) has been made available (http://stuwww. uvt.nl/ csmeets/VSM08.html). the differences in learning styles between (national) cultures (see, e.g., Barmeyer, 2004; Jaju et al., 2002; Joy & Kolb, 2009).”
- Academic Achievement of Students with Different Learning Styles (2011, unknown): “The LSI has been found to possess adequate validity and reliability (Barmeyer, 2004).”
- Learning styles and typologies of cultural differences: A theoretical and empirical comparison (2005, background): “The results of Hoppe’s study are thought to be congruent with those of Barmeyer’s (2004) comparative examination and positively support Proposition 3.”
- The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands (2013, background): “…on leadership styles, the cultural dimensions identified by Hofstede appeared to impact learning and teaching as well: see e.g. Hofstede (1986), Barmeyer (2004), Jippes and Majoor (2008), Joy and Kolb (2009), Yamazaki (2005) and our own research (Rienties, Luchoomun, et al., 2013; Tempelaar…”
- The Relationship between Entrepreneurship Education and Entrepreneurial Intentions: A Meta–Analytic Review (2014, background): “Students in low power distance countries are more likely to engage in discussion and challenge a teacher’s authority based on their own experience (Barmeyer, 2004; Holtbrügge & Mohr, 2010).”