The influence of learning styles and motivation on academic performance – a literature review The influence of learning styles and motivation on academic performance – a literature review

Abstract

Individual student accommodation and personalization are impactful when education is in diverse settings. One individual characteristic is the learning style that consists of preferences in processing information for students. Previous studies utilized the Index of Learning Styles questionnaire to identify learning styles, used the Felder-Silverman model and related motivational approaches and measured the impact on academic success by grade point average. The Felder-Silverman model includes four dimensions: active/reflective, sequential/ global, sensing/intuitive, and visual/verbal. The studies found combinations of different preferences, some showing a majority favoring the global approach while others the sequential. This pointed to the conclusion that a more balanced teaching approach to all the learning styles is needed to promote effective learning. Also, self-efficacy and consciousness had positive correlations with higher grades conversely to neuroticism. These findings show the benefit of educators fostering balanced learning curriculums and teaching strategies to encourage confident and diligent attitudes. Learning preferences and attitudes are important to note when adapting teaching styles.