Learning Styles, Personality Types and Reading Comprehension Performance.
By Nabiollah Sadeghi, Z. M. Kasim, Bee Hoon Tan, F. Abdullah. 2012
106 citations recorded by the source corpus.
This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly - due to the scarcity of the research on showing the relationship between personality, learning styles and achievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would be of the great need.
Subfields: Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/9afbeea136c7bcdb46023b0726181261508b475c
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In Developmental and Educational Psychology
In Social Psychology
Citations in the corpus
- Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development (2018, background): “…by background knowledge (Tannenbaum et al., 2006), wording (Kintsch et al., 1975), typographic design (Frase and Schwartz, 1979), personality (Sadeghi et al., 2012), felt involvement (Celsi and Olson, 1988), motivation (Sideridis et al., 2006), expectations (Haberlandt, 1982), training…”