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If One Goes Up the Other Must Come Down: Examining Gender Differences and Understanding of Models of Learning Style: A Non-Western Perspective
- Source :
- Social Indicators Research. 131:817-829
- Publication Year :
- 2016
- Publisher :
- Springer Science and Business Media LLC, 2016.
-
Abstract
- Models of learning style or approaches to learning have been operationalized in the Learning Process Questionnaire (LPQ). Guided by an assumed framework, the authors examine the construct validity of the LPQ in Botswana and investigate the similarities and differences in the process of learning in a non-Western context. Six structural equation modeling are used to test the association between cross-cultural variability and learning. Responses to this instrument are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure. Results further reveal support for dimensions of deep and surface strategies, despite the differences in learning conceptualizations. The strategies utilized by students in the Western educational context are similar to those used by their African counterparts. Taken together, the interaction of gender and culture, makes us propose a relationship between culture, learning and life adaptations, thus extending the concept of learning style to account for the influence of culture. Tentatively, conceptual issues in learning process and suggestions for further research are presented.
- Subjects :
- Operationalization
Sociology and Political Science
05 social sciences
Perspective (graphical)
050301 education
General Social Sciences
Construct validity
050109 social psychology
Context (language use)
Structural equation modeling
Learning sciences
Arts and Humanities (miscellaneous)
Concept learning
Developmental and Educational Psychology
0501 psychology and cognitive sciences
Association (psychology)
Psychology
0503 education
Social psychology
Cognitive psychology
Subjects
Details
- ISSN :
- 15730921 and 03038300
- Volume :
- 131
- Database :
- OpenAIRE
- Journal :
- Social Indicators Research
- Accession number :
- edsair.doi...........3f5e091c0324a690734c158cb8bdd982