The purposes of this study were: (1) to explore the relationship among teaching styles, learning styles, gender, personality traits, lateralization, cognitive style, and creativity; (2) to compare the influences of different matchings of teaching styles and learning styles on students´ learning adaptations; and (3) to form a students´ learning adaptation model and to verify its fitness. The subjects were 113 teachers and 1843 students drawn from 12 junior high schools in Taipei. All of them were tested by Transactional Ability Inventory, Gordon Personality Test, Torrance Tests of Creative Thinking, Hidden Figure Test, Your Style of Learning and Thinking, Tennessee Self Concept Scale, Teaching Situation Scale, and Learning Adaptation Scale. The data were analyzed by product-moment correlation, canonical correlation analysis, factor analysis, cluster analysis, ons-way MANOVA, Hotelling T^2, and LISREL.
The findings were as follows: (1) Teaching styles have significant correlation with gender, personality traits, lateralization, cognitive style, and creativity. (2) Gender, personality traits, lateralization, cognitive style, and creativity have canonical correlation with teaching styles. (3) Learning styles have significant correlation with gender, personality traits, cognitive style, lateralization, and creativity. (4) Gender, personality traits, lateralization, cognitive style, and creativity have canonical correlation with learning styles. (5) There were significant differences in students´ learning adaptations among the Matching Group, the Mismatching Group, and the Part-Matching Group as defined by the matching of teaching styles and learning styles. The learning adaptations of the Matching Group were the best, and those of the Mismatching Group were the worst. (6) There were significant differences on students´ learning adaptations among CS-CS team, AR-AR team, AS-AS team, and CR-CR team of the Matching Group. The CS-CS team had the best learning adaptation while the CR-CR team had the worst. (7) There were significant differences on students´ learning adaptations among CS-AR team, AR-CS team, AS-CR team, and CR-AS team of the Mismatching Group. The learning adaptations of the AR-CS team were the best, and those of the CS-AR team were the worst.(8) There were significant differences on students´ learning adaptations among CS-CR team, CS-AS team, AR-AS team, AR-CR team, AS-AR team, AS-CS team, CR-CS team, and CR-AR team of the part-Matching Group. The learning adaptations of the AS-CS team were the best, and those of the AS-AR team were the worst. (9) There were no significant differences on students´ learning adaptations between the Near-Distanced Group and the Far-Distanced Group. (10) The students´ learning adaptations were influenced by two latent variables: the students´ learning styles and the perceptions of teachers´ teaching behaviors.
Based on the findings of this study, the researcher suggested that the teacher-student matching in teachers´ teaching styles and students´ learning styles should be enhanced. Teachers were advised to observe the learners´ characteristics, to understand their perceptions of teachers´ teaching behaviors, and to improve their metacognition so that they can control their cognitive process. In ordet to fulfill these purposes, the teachers´ training institutions should provide students opportunities to familiarize various styles of teaching & learning.
Finally, some suggestions for an advanced study were also made.
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Matching Teaching Styles and Learning Styles and Verification of Students´ Learning Adaptation Model
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