The Effect of Learning Styles on Auditor Self-Efficacy: A Test of Cognitive Learning Theory

The purpose of this research is to investigate the effect of learning styles with the Honey and Mumford cognitive approach on auditor self-efficacy. The Descriptive-Survey method and the standard questionnaire instrument have been used in this research. The statistical sample of the study includes 513 auditors working in auditing organizations and auditing firms that are members of the Iranian Society of Certified Public Accountants. Also, the test of research hypotheses has been done by modeling structural equations using LISREL software. Test evidence shows that there is a positive and significant relationship between learning styles with Honey and Mumford's cognitive approach and auditor self-efficacy. Also, pragmatist, activist, Reflector, and Theorist learning styles have the greatest impact on the auditor's self-efficacy, respectively. The results show that learning styles affect the auditor's self-efficacy. Thus, learning styles affect auditors' belief in their ability to successfully perform tasks, decisions, and professional judgments. Therefore, the results of this research introduce the concepts of Honey and Mumford cognitive learning theory into behavioral research texts in auditing.