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dc.contributor.authorBouckenooghe, Dave
dc.contributor.authorCools, Eva
dc.contributor.authorDe Clercq, Dirk
dc.contributor.authorVanderheyden, Karlien
dc.contributor.authorFatima, T.
dc.date.accessioned2017-12-02T15:00:11Z
dc.date.available2017-12-02T15:00:11Z
dc.date.issued2016
dc.identifier.doi10.1016/j.lindif.2016.08.043
dc.identifier.urihttp://hdl.handle.net/20.500.12127/5619
dc.description.abstractThis study aims to clarify whether and how various configurations of three cognitive style dimensions (creating, knowing, and planning) emerge among graduate business students, with differential impacts on their learning approaches. With a person-centered, latent transition analysis of cognitive styles, the authors identify several distinct cognitive style profiles: a moderate cognitive style profile, a dominant creating and knowing style profile, a dominant creating and low planning style profile, and a dominant planning and low creating style profile. The analysis also offers evidence of the trait-like character of these cognitive style profiles, by demonstrating their temporal stability. Furthermore, significant differences arise across profiles in terms of how they relate to different learning approaches (strategic, deep, and surface learning).
dc.language.isoen
dc.subjectCognitive Styles
dc.subjectLatent Transition Analysis
dc.subjectLearning Approaches
dc.subjectIndividual Differences
dc.titleExploring the impact of cognitive style profiles on different learning approaches: Empirical evidence for adopting a person-centered perspective
dc.identifier.journalLearning and Individual Differences
dc.source.volume51
dc.source.beginpage299
dc.source.endpage306
vlerick.knowledgedomainPeople Management & Leadership
vlerick.typearticleJournal article with impact factor
vlerick.vlerickdepartmentP&O
dc.identifier.vperid68752
dc.identifier.vperid48793
dc.identifier.vperid37350
dc.identifier.vperid218375
dc.identifier.vperid35909
dc.identifier.vpubid6914


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