ERIC Number: ED276371
Record Type: RIE
Publication Date: 1986
Learning Styles, Gender, and Life Cycle Stage: Relationships with Respect to Graduate Students.
Zelazek, John R.
Interactions between learning styles, gender, and life cycle stages of graduate students were investigated. Six learning styles were identified through use of the Grasha-Riechmann Student Learning Styles Scales: avoidant, collaborative, dependent, competitive, independent, and participant. Life cycle stages were based on Levinson's theory of the adult life cycle: entering the adult world (ages 22 to 28), age 30 transition (ages 28 to 33), settling down (ages 33 to 40), midlife transition (ages 40 to 45), and entering middle adulthood (ages 45-50). The sample consisted of 183 male and 322 female graduate students at the University of New Mexico, Albuquerque. Students were enrolled in 500 and 600 level classes and were between the ages of 22 and 50. The findings indicated that the graduate students used different learning styles. While no significant difference in learning styles was found for men and women, men were more avoidant and females were more participatory. No significant difference in learning style between the life cycle stages occurred; however, individuals tended to be more independent the greater their life cycle stages. In addition, individuals tended to be less avoidant and more participatory the greater their life cycle stage. Implications of the findings for graduate-level education are considered. (SW)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A