Learning styles as predictors of self-efficacy and interest in research: Implications for graduate research training.

Abstract

The literature on research training in professional psychology has yet to address the role of student learning styles on training outcomes. A mail survey of graduate students (N = 132) in professional areas of psychology from 11 universities assessed four dimensions of learning styles, research interest, and research self-efficacy. Students with more active (vs. reflective) and more intuitive (vs. sensing) learning styles reported greater research self-efficacy, and students with more intuitive (vs. sensing) and more verbal (vs. visual) learning styles reported greater research interest. The authors discuss implications for improving graduate research training by encouraging student self-assessment and by providing instruction using balanced pedagogies.

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