Prediction of Learning Styles Using Student's Self-esteem

Learning style is a distinctive, habitual behavior to gain knowledge, skills, or feedback attained through study or experience. The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables. To reach this goal, predictive variables of learning styles should be accurately identified in order to improve the learning environment. The aim of this study was to determine the relationship between learning styles and self-esteem in students of Kerman University of Medical Sciences, Iran.
This descriptive-analytical and cross-sectional study was carried out on 343 students selected through quota sampling method. The data collection tools consisted of a demographic information form, the Kolb Learning Style Inventory (LSI) version 2, and the Rosenberg Self-Esteem Scale (RSES). Data were analyzed using chi-square test, Spearman’s correlation coefficient, linear regression, and logistic regression.
The mean (± SD) age of the participants was 21.41 (± 2.96), and 44.3% of students used absorbent learning style. In addition, 60.9% of students had poor self-esteem. No statistically significant association was observed between students’ learning styles and levels of confidence. In addition, the results showed that only gender was a prognostic factor in determining learning styles.
The results of this study showed that the students’ self-esteem and learning styles were not correlated; thus, teachers can disregard these factors in their assessment of student's learning styles.