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ERIC Number: ED464094
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 17
Abstractor: N/A
Comparative Analysis of the Learning Styles of German Adolescents by Age, Gender, and Academic Achievement Level.
Hlawaty, Heide
This study identified and compared the preferred learning-style characteristics of German adolescents and analyzed the similarities and differences by age, gender, and academic achievement within and among groups of students in different educational settings. Participants were 869 German adolescents aged 13, 15, and 17 years old from grades 7 through 13, with approximately equal representation of males and females. Students were administered the German language version of the Learning Style Inventory (R. Dunn, K. Dunn, and G. Price, 1996, 2000). Data were available about students' academic achievement, gender, and age. Results show that younger adolescents in Germany appear to be more persistent, authority-, parent-, and teacher-motivated than older students. As they mature, these students become less tactual and more in need of light. Age differences in learning-style preference indicate a shift from adult-based to self-driven motivation that should be incorporated into classroom instruction. Males and females in this population have distinctly different learning-style preferences, of which teachers and students should be aware. Of the three academic achievement levels investigated in this study, the academically gifted students were the least parent- and teacher-motivated, while low achievers favored the presence of an authority figure in their environment. (Contains 3 tables and 74 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany