Relationships between Students΄ Demographic Background, Subject Areas, and Learning Patterns in Post-secondary Education of Hong Kong.

The present study is based on the results of an administration of a Chinese translation of the Inventory of Learning Styles (ILS) to a large sample of post-secondary students in Hong Kong. The ILS was originally developed in a Dutch higher education context to capture variation in students΄ learning patterns. In what is believed to be the first analysis of ILS data obtained in a Chinese response-context, empirical support is found in `small΄ effects of students΄ demographic background and subject areas on students΄ learning patterns. Support is also found in `moderate΄ effects of students΄ learning orientations and conceptions of learning on students΄ regulation strategies, and `large΄ effects of the other ILS components on students΄ processing strategies, especially those from students΄ regulation strategies. Despite possible cultural differences, the present findings largely corroborate the results of other published work, especially the posited central explanatory role of regulation strategies among the ILS components. [ABSTRACT FROM AUTHOR]