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摘要


This study investigated the impact of learning styles on academic performance of 9th graders in middle school. 140 students in two cities of Guangdong Province, China, were recruited. Learning Style Inventory and Multi-dimensional Group Intelligence Test for Adolescence were administered. Also, scores of High School Entrance Examination was collected about one month after the examination date. Results showed that students who prefer to study through discussion with peers are more likely to achieve better academic achievement when controlling for other covariates. Two types of learning styles, discussion and programming, showed additional contribution (ΔR^2 = .10) to predict later academic achievement beyond gender and intelligence.

被引用紀錄


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劉育君(2006)。托兒所所長教學領導之個案研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0712200716140428
王心玫(2009)。幼稚園園長教學領導與教師創意教學關係之研究〔碩士論文,朝陽科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0078-1111200915521549
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