許多以前學者的研究已經實證了人格特質會影響到學習型態。只有透過有系統地了解學習者的「學習型態」與「人格特質」教育者才能有效的進行課程規劃、教學的動作(Knowles,1990)。因此,本研究以 Costa & McCrae 所分類的五大人格特質包括開放性(Openness)、嚴謹性(Conscientiousness)、外向性(Extraversion)、親和性(Agreeableness)、神經質(Emotional Stability)作為人格特質構面的量表。以Kolb 學者1984年學習型態的内容為學習型態構面的衡量量表。爲了探索五大人格特質與學習型態之間之關聯性。 以學生為研究對象,總共發放了264份問卷,實際回收有效問卷為250 份。並利用敍述統計,獨立樣本T檢定,Anova分析,典型相關,多元迴歸各種分析法進行資料分析。研究結果發現學習者之不同人格特質對學習型態具有顯著差異。
So far , many scholars have empirically demonstrated personality traits will affect the learning styles. Through only understanding systematically of learners’ "learning styles" and "personality", Educators can carry out effectively curriculum planning(Knowles,1990). Therefore, this study belongs to Costa & McCrae who classified five personality traits into (Openness), (Conscientiousness), (Extraversion), (Agreeableness), (Emotional Stability) to do as personality trait measure. Based on The contents of learning styles of Kolb in 1984 this study use it to do as learning styles measure. In order to explore the correlation between the five personality traits and learning styles. The results of this study found different personality traits on the learning styles had significant differences.