The purposes of this study were: (1) to explore the relationship among non-particular learning style, gender, lateralization, cognitive style, creativity, and self concept; (2) to compare the differences between the non-particular learning style and the four learning styles (CS, AR, AS, CR) and the different effects they have on learning adaptations and the perceptions of teachers´ teaching behaviors; (3) to compare the scores on adaptations and perception of teachers´ teaching behavior under different teaching styles for the students with non-particular learning style; (4) to verify the fitness of non-particular learning style on the students´ learning adaptation model. The subjects were 40 teachers and 638 students drawn from 15 junior high schools in Taipei. All of them were tested using Torrance Test of Creative Thinking, Hidden Figure Test, Tennessee Self Concept Scale, Your Style of Learning and Thinking, Transactional Ability Inventory, Learning Adaptation Scale, and Teaching Situation Scale. The data were analyzed using canonical correlation analysis, MANOVA, and LISREL.
The findings were as follows: (1) Gender, lateralization, cognitive style, creativity, and self-concept did not have canonical correlation with nonparticular learning style. (2) There were significantly different effects between non-particular learning style and CS on learning adaptations and the perceptions of teachers´ teaching behaviors. There was no difference between non-particular learning style and the other three learning styles (AR, AS, CR). (3) There was no difference on adaptations and perception of teachers´ teaching behavior under different teaching styles for the students with non-particular learning style. (4) Learning adaptations of students employing the non-particular learning style were influenced by two latent variables: the students´ learning styles and the perceptions of teachers´ teaching behaviors.
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A Study of the Learning Adaptations and Perceptions of Non-Particular-Learning-Style Students
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