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ERIC Number: ED516033
Record Type: Non-Journal
Publication Date: 2009
Pages: 187
Abstractor: As Provided
ISBN: ISBN-978-1-1096-6646-5
The Relationship between Kolb's Learning Styles and StrengthsFinder's Talent Themes
Caldwell, Adonna B.
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
The purpose of this study was to investigate if there were relationships between college students' talent themes as defined by the Clifton StrengthsFinder(TM) Instrument and their learning style as defined by Kolb Learning Styles Inventory. Logistical regression methodology was utilized to assess the relationship between learning styles and talent themes. The sample included 202 students from a private specialized college who voluntarily participated in the study. The study results showed relationships between some of the StrengthsFinder(TM) talent themes and Kolb Learning Styles. The sample included Allied Health students and 143 Nursing students. Fourteen of the most common StrengthsFinder(TM) talent themes for this sample were regressed to the four Kolb's learning styles. All four logistical regression models provided sufficient evidence to indicate at least one of the 14 StrengsthFinder(TM) talent themes is a statistically significant predictor of a least one of the four Kolb Learning Style learning styles. The Positivity talent theme was a predictor of the Accommodating learning style. Positivity, Learner, and Developer talent themes were predictors for the Assimilating learning style. Achiever talent theme was a predictor for Converging learning style and the Empathy talent themes was a predictor for the Diverging learning style. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory