Personality types, learning style preferences, and self-efficacy domains of ninth-grade students in southwest Missouri were explored in this study. The study was conducted to shed light on needs assessments used to identify learner differences due to the rise of mixed-ability classrooms. Five selected schools participated in the study during the 2019–2020 school year. The Big Five Personality survey was used to identify the dominant personality type of each participant: openness, conscientiousness, extroversion, agreeableness, or neuroticism. The Self-Efficacy Questionnaire for Children (SEQ-C) was used to identify the dominant self-efficacy domain for each participant: academic, social, or emotional. The Thinking and Learning Styles survey was used to identify the dominant learning style preference for each participant: visual, auditory, or kinesthetic. A total of 148 high school students completed the survey. Following a quantitative analysis using the chi-square goodness-of-fit test, significant differences between personality type and learning style preference, self-efficacy and learning style preference, and personality type and self-efficacy were found. The most-significant difference between personality type and learning style preference was agreeableness and kinesthetic. The most-significant difference between self-efficacy and learning style preference was social and kinesthetic. Lastly, the most-significant difference between personality type and self-efficacy was agreeableness and social. The data collected and conclusions drawn from this study will help researchers build on an increasing trend of learner diversity and will enable educators to employ the pedagogy of differentiated instruction with fidelity.
|Commitee:||DeVore, Sherry, Grover, Kathy|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Educational psychology, Personality psychology|
|Keywords:||Learner diversity, Learning styles, Mixed-ability classrooms|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be