Interkulturní rozdíly ve stylech učení (styly učení romských a neromských žáků)
| Title in English | Intercultural differences in learning styles (learning styles in Roma and non-Roma students) |
|---|---|
| Authors | |
| Year of publication | 2012 |
| Type | Article in Periodical |
| Magazine / Source | Klinická psychologie a osobnost |
| MU Faculty or unit | |
| Citation | |
| Field | Psychology |
| Keywords | learning; learning styles; Roma student; intercultural differences; multicultural education |
| Description | The paper follows a series of minor studies devoted to learning styles. The aim of the study was to map individual learning preferences of Roma students of second level primary school (6th-9th grade), especially compared to the learning styles of non-Roma students. Data were obtained from 223 students, of which 113 were of Roma origin. The Learning Style Inventory – LSI (Dunn, Dunn and Price) was used to determine the learning styles. The analysis detected differences in learning styles between Roma and non-Roma students. The results indicate that Roma students have less persistence in learning than their non-Roma peers, tend to prefer studying in the morning, are less likely to study in the afternoon and evening hours, have less need to change setting when studying, and often lack parents’ support and guidance in their studies. The results have important implications for the emerging field of learning style assessment and its employment in individual students’ learning support, as well as for the currently very topical issue of Roma education. |