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dc.contributor.authorWilson, Thomas
dc.contributor.authorDavies, Jean
dc.date.accessioned2020-10-28T14:05:11Z
dc.date.available2020-10-28T14:05:11Z
dc.date.issued2020-10-24
dc.identifier.citationDavies, J. L. and Wilson, T. L. (2020) The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education. International Journal of Educational Psychology, 9(3), pp.269-289.en
dc.identifier.issn2014-3567
dc.identifier.urihttps://dora.dmu.ac.uk/handle/2086/20335
dc.descriptionopen access journalen
dc.description.abstractTo improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.en
dc.language.isoenen
dc.publisherHipatia Pressen
dc.subjectteaching practicesen
dc.subjectpersonality typeen
dc.subjectgroup worken
dc.subjectstudent preferenceen
dc.titleThe Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Educationen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.17583/ijep.2020.5634
dc.peerreviewedYesen
dc.funderNo external funderen
dc.cclicenceCC BYen
dc.date.acceptance2020-10-02
dc.researchinstituteInstitute for Psychological Scienceen


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