Learning Styles of Gifted and Nongifted Secondary Students in Hong Kong

• David W. Chan

Gifted Child Quarterly, Winter 2001; vol. 45, 1: pp. 35-44

.Abstract

The learning activities and learning styles of 398 gifted and nongifted Chinese secondary students were assessed using the Chinese version of the Learning Styles Inventory (Renzulli & Smith, 1978; Renzulli, Smith, & Rizza, 1998). Dimensions of preferred learning activities common for gifted and nongifted students included factors interpretable as learning through verbal interaction, learning by role-play, and learning by doing. Comparing gifted and nongifted students, gifted students indicated significantly greater preferences for learning styles related to interpersonal verbal exchanges and autonomous learning. Although there were no significant gender differences in learning style preferences, the younger age group indicated significantly greater preference for learning styles related to structured activities and games than the older age group. Plausible reasons for the differences between the present findings and findings from non-Chinese settings regarding the learning styles of gifted students are discussed.

The Relationship Between Classroom Environment and theLearning Style Preferences of Gifted Middle School Students and the Impact on Levels of Performance

• Letty J. Rayneri, 
• Brian L. Gerber, 
• and Larry P. Wiley

Gifted Child Quarterly, Spring 2006; vol. 50, 2: pp. 104-118.Abstract

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted underachievement point to a connection between student learning styles and classroom performance. This study examined the learning styles of gifted middle school students, student perceptions of the classroom environment, and possible connections between learning style, classroom environment, and achievement levels. Eighty gifted students from grades 6, 7, and 8 were administered the Learning Style Inventory (LSI) to identify student learning style preferences. They were also administered the Student Perception Inventory (SPI), developed for the study, in order to determine perceptions of these learning style elements in their classroom environments. Results indicated that the LSI elements of persistence and lighting correlated with achievement in all content areas. Additionally, correlations between higher grade point averages (GPA) and LSI preferences for responsibility and teacher motivation were found in science and math classes. Results of the SPI revealed a correlation between higher grade point averages in social studies and science classrooms and the following items: persistence; motivation; and auditory, tactile, and kinesthetic modalities. All subject areas showed a correlation between higher GPA and the students’ perceived level of persistence.

Temperament-Based Learning Styles of Identified Gifted and Nongifted Students

• Thomas Oakland, 
• Diana Joyce, 
• Connie Horton, 
• and Joseph Glutting

Gifted Child Quarterly, Summer 2000; vol. 44, 3: pp. 183-189

Abstract

Learning style preferences of 1,554 students identified as gifted and nongifted students, ages 8 to 17, were measured using the Student Styles Questionnaire (SSQ). Students identified as gifted and nongifted students did not differ significantly on extroverted-introverted, organlzed-flexible, and thinking-feeling styles. Students identified as gifted displayed a stronger preference for imagnative styles, while nongifted children displayed a stronger preference for practical styles. Gender differences were significant. Boys displayed a stronger preference for flexible and thinking styles while girls displayed a stronger preference for organized and feeling styles. Two gifted-by-gendcr interactions also were significant. Compared with boys identified as gifted, girls identified as gifted were more likely to prefer imaginative styles. Furthermore, although boys generally expressed a stronger preference for thinking than feeling, nongifted boys expressed a stronger preference for thinking than did boys identified as gifted.

The Relationship Between Learning Style Preference and Personality Variables: An Exploratory Investigation with Gifted Students

• Frances A. Karnes, 
• R. Steve McCallum, 
• and Judy J. Oehler

Gifted Child Quarterly, Fall 1985; vol. 29, 4: pp. 172-174

..Abstract

The relationship between the Children's Personality Questionnaire (CPQ) and the Your Style of Learning and Thinking (SOLAT) was examined for 94 intellectually gifted students aged 9 to 14 years. Groups formed based on SOLAT scores were: (a) Right, (b) Left, (c) Integrated, and (d) Mixed. Discriminant functions derived from all CPQ factors yielded three functions. One discriminant function which can be described as an action dimension was significant. A classification analysis yielded 61.7% correct classification. These results indicate that there is a relationship between personality variables and preference for a particular style of information processing.