The Role of Learning Style in the Relationship Between Cognitive Ability and Academic Performance in Primary Schooling

Maria Magdalena STAN

doi:10.18662/lumproc.icsed2017.40

Maria Magdalena STAN Associate professorPhD, University of Pitesti, Pitesti, Romaniao

DOI: https://doi.org/10.18662/lumproc.icsed2017.40

Keywords: Learning style, learning strategies, cognitive ability, academic performance, school success

Abstract

School readiness is understood as a process of directed development of knowledge and skills that will allow a quick and easy adjustment of children to the new requirements of Grade 1. Traditionally, preparedness for school is associated with academic performance and acquisition. Most practitioners consider cognitive ability as a core element of academic success. This is described as a set of mental abilities and aptitudes that associates unidirectionally with academic acquisitions. The use of a differentiated psycho-diagnosis methodology during schooling allows us to evaluate the general level of the child’s psycho-social development and the possibility to make some predictions about his academic performances as well as to carry out specific psycho-educational interventions. The primary aim of this research was to examine the role of learning styles and learning strategies in the relationship between cognitive ability and academic performance in primary schooling. We consider that through this approach on the factors which influence academic performance-learning style and cognitive abilities, the present study may constitute a reference point for practitioners in education to help them design adequate instructional strategies which would meet pupils needs and choices in acquiring specific competences

References

Blair, R.J. (2001). Neuro-cognitive models of aggression, the Antisocial Personality Disorders and Psychopathy. Journal of Neurology, Neurosurgery and Psychiatry,71, 727-731.
Choi, I., Lee, S.J., & Kang, J. (2009). Implementing a case-based e-learning environment in a lecture-oriented anaesthesiology class: Do learning styles matter in complex problem solving over time? British Journal of Educational Technology, 40(5), 933-947.
Colman, A.M. (Ed.). (2009). A dictionary of psychology. Oxford: Oxford University Press.
Dehn, M.J. (2008). Working memory and academic learning: Assessment and intervention. New Jersey: John Wiley and Sons.
Dickens, W.T. (2008). Cognitive ability. In S.N. Durlauf & L.E. Blume (Eds.), The New Palgrave dictionary of economics (2nd ed., pp. 866-871). Basingstoke: Nature Publishing Group. Retrieved from http://www.dictionaryofeconomics.com/article?id=pde2008_I000139&edition=current&q=Cognitive%20Ability&topicid=&result_number=1.
Diseth, A., Martinsen, O. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195-207.
Farsides, T., & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225–1243.
Galotti, D.K.M. (2008). Cognitive psychology in and out of the laboratory (4th ed.). Belmont: Wadsworth.
Gagne, F., & St Pere, F. (2001). When IQ is controlled, does motivation still predict achievement? Intelligence, 30, 71–100.
Glenn-Cowan, P. (1995). Improve your reading and study skills. New York: Glencoe Macmillan.
Graf, S., Liu, T., Kinshuk, J., Chen, N., & Yang, S.J.H. (2009). Learning styles and cognitive traits-their relationship and its benefits in web-based educational systems. Computers in Human Behavior, 25(6), 1280-1289.
Izawa, C., & Ohta, N. (2005). Human learning and memory: Advances in theory and application. New Jersey: Lawrence Erlbaum Associates.
Keefe, J.W. (1982). Student learning styles and brain behavior: Programs, instrumentation, research. Reston. VA: National Association of Secondary School Principals
Kulcsar, T. (1978). Factorii psihologici ai reuşitei şcolare. Bucureşti: EDP
La Paro, K.M., Pianta, R.C. (2000). Predicting children competence in the early school years. A meta-analytic rewiew. Rewiew of Educational Research, 70, 493-484.
Negovan, V. (2006). Introducere în psihologia educaţiei. Bucureşti: Editura Universitară.
Nosarti, C., Murray, R., & Hack, M. (2010). Neurodevelopmental outcomes of preterm birth: From childhood to adult life. New York: Cambridge University Press.
Sims, R.R., & Sims, S.J. (1995). The importance of learning styles: Understanding the implications for learning, course design, and education. Westport: Greenwood Press.
Strauss, E., Sherman, E., & Spreen, O. (2006). A compendium of europsychological tests: Administration, norms, and commentary (3rd ed.). Oxford: Oxford University Press.
Walberg, H.J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19–27.
Zywno, M.S., & Waalen, J.K. (2002). The effect of individual learning styles on student outcomes in technology-enabled education. Global Journal of Engineering Education, 6(1), 35-44.