An Analysis of Freshmen Learning Styles and Their Relationship to Academic Achievement

Autor/inn/en	Cutolo, Angela; Rochford, Regina A.
Titel	An Analysis of Freshmen Learning Styles and Their Relationship to Academic Achievement
Quelle	In: College Quarterly, 10 (2007) 2, S.1-17 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Cognitive Style; Urban Universities; Academic Achievement; Quality of Life; College Freshmen; Academic Persistence; Correlation; Ethnicity; Gender Differences; Age Differences; Statistical Analysis + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schulleistung; Lebensqualität; Studienanfänger; Korrelation; Ethnizität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Statistische Analyse
Abstract	Although postsecondary education and advanced skills are critical for a better quality of life and greater earning potential, a large percentage of college students fail to earn degrees. In an attempt to understand this problem and improve student achievement and retention, this study identified the relationship between learning-style preferences and academic achievement among incoming freshmen at a large, private, urban university. The results revealed that specific learning-style preferences correlated with achievement and that learning-style preferences varied according to academic performance. (Contains 5 tables.) (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10