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dc.contributor.authorAn, Donggun
dc.description.abstractThis collection of three studies presents an attempt to develop a solid framework that better explains and predicts individual differences in learning and creativity. The first study reviews critical problems with learning styles and presents an alternative approach addressing individual differences in learning. Discussed are four constructs: sensory-based skills, knowledge development, order of coding, and fluency. In the second study, two models of creativity (divergent thinking and expertise performance) were tested on a sample of 143 college students. Structural equation modeling was used to test the models including general intelligence, domain knowledge, creative behavior, motivation and creative personality as predictors of creativity. General intelligence and creative personality had a significant influence in the divergent thinking model. In the expertise performance model, general intelligence, domain knowledge, and motivation had a significant influence. Finally, the third study tested four models of creativity (creative behaviors) on a sample of 147 college students. Multiple regressions were used to test the models that included domain knowledge, motivation, and creative personality as predictors of creativity. Motivation influenced domain-general ideation, and domain-specific ideation and activity. Personality influenced domain-general ideation and activity.
dc.rightsOn Campus Only Until 2016-12-01
dc.subjectlearning styles
dc.subjectdivergent thinking
dc.subjectcreative behavior
dc.titleThe multidimensional nature of learning styles and creativity
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorBonnie Cramond
dc.description.committeeBonnie Cramond
dc.description.committeeMark Runco
dc.description.committeeZhenqiu Lu
dc.description.committeeMartha Carr

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