Learning Styles and Academic Resilience: A Correlational Research

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Page: 323-330

Siddharth Appukuttan¹, Kamayani Mathur², and Anita Manglani³ (School of Psychology, Philosophy & Education, Gujarat University, Ahmedabad, Gujarat¹, Department of Psychology, Director, School of Psychology, Philosophy & Education, Gujarat University, Ahmedabad, Gujarat², and Department of Clinical Psychology, Faculty of Behavioural and Social Sciences, SGT University, Gurugram, Haryana³)

There exists a complex interplay between the concept of Learning Styles (LS) and Academic Resilience (AR) when guiding the application of reforms in the education systems globally. To study and evaluate the relationship between Learning Styles and their dimensions (Enactive LS, Figural LS, & Verbal LS) on Academic Resilience (AR) and its five dimensions (Academic Confidence, Sense of Well-Being, Motivation and Ability to get Goals, Relationship with Peers and Adults, Emotional Regulation and Physical Health) among adolescent female and male students. In the present study, 180 adolescent female and male students, between 14-18 years were selected. A Purposive technique of sampling method was used for the selection of the sample. Multiple Correlational Analysis was utilized to statistically analyse the data. Figural Learning Style was shown to be correlated positively with dimension of Academic Confidence (0.78), Motivation and Ability to get Goals (0.75) and Emotional Regulation and Physical Health (0.84), Verbal Learning Style with the dimension of Sense of Well-being (0.84) and Relationship with Peers and Adults (0.79), and Enactive Learning Styles with Academic Confidence (0.84), Motivation and Ability to get Goals (0.78) and Emotional Regulation and Physical Health (0.79). Understanding the dominant Learning Style is of paramount importance when unlocking the horizons of resiliency and ultimately, their measure of academic performance and/or achievement.