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dc.contributor.authorCools, Eva
dc.contributor.authorDeprez, Jana
dc.contributor.authorVanderheyden, Karlien
dc.contributor.authorBellens, Kim
dc.contributor.authorBackhaus, Kristin
dc.contributor.authorBouckenooghe, Dave
dc.date.accessioned2017-12-02T14:42:02Z
dc.date.available2017-12-02T14:42:02Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/20.500.12127/4055
dc.description.abstractThe aim of the present study is to provide further insights about the impact of students’ cognitive styles, learning styles, and motivation on learning outcomes in higher education. We studied management and MBA student three business schools in Belgium (n = 244), the US (n = 95), and Canada (n = 78). As hypothesised, the effect of cognitive styles on academic achievement was mediated through the intervening mechanisms of learning styles and motivation. This research contributes to the education and styles literature by investigating the combined impact of individual style differences and intervening mechanisms on student learning outcomes in an international way; and to educational practice in higher education by providing relevant insights to stimulate the design of constructive student-centred learning environments.
dc.language.isoen
dc.subjectCognitive Styles
dc.subjectCognitive Styles
dc.subjectLearning Styles
dc.subjectMotivation
dc.subjectLearning Outcomes
dc.subjectManagement Education
dc.titleIndividual differences in management education: an international inquiry about their impact on learning outcomes
refterms.dateFOA2019-10-14T12:44:42Z
dc.source.issue2
dc.source.numberofpages31
vlerick.knowledgedomainPeople Management & Leadership
vlerick.typecommWorking paper
vlerick.vlerickdepartmentP&O
dc.identifier.vperid140344
dc.identifier.vperid133423
dc.identifier.vperid68752
dc.identifier.vperid48793
dc.identifier.vperid125608
dc.identifier.vperid35909
dc.identifier.vpubid4686


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