The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

In his dissertation Vermunt [Vermunt, J.D.H.M. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs. (Learning styles and guidance of learning processes in higher education). Amsterdam/ Lisse: Swets and Zeitlinger] postulated four different learning styles: a meaning directed, a reproduction directed, an application directed and an undirected style. Aim of this project is to investigate the relation between these learning styles, the big five personality traits and achievement motivation. Subjects were about 900 university students. Extraversion correlated positively with the meaning directed, reproduction directed and application directed learning style. Conscientiousness was associated positively with the meaning, reproduction and application directed learning style, and negatively with the undirected learning style. Openness to experience correlated positively with the meaning and application directed learning style, and negatively with the undirected learning style. Besides, it was found that neuroticism correlated positively with the undirected learning style and negatively with the meaning and reproduction directed learning style. Agreeableness was associated positively with the reproduction and application directed learning style. Positive correlations were found for achievement motivation with the meaning, reproduction and the application directed learning style, and a negative one with the undirected learning style. Regression analyses confirmed these patterns. Although there was some systematic overlap for the four learning styles with personality variables and achievement motivation, the conclusion is that it certainly makes sense to measure these three groups of variables separately in educational settings.