Estilos de enseñanza-aprendizaje e influencia en la motivación y la autoestima

  1. Quílez-Robres, Alberto 1
  2. Moyano, Nieves 2
  3. Cortés-Pascual, Alejandra 1
  1. 1 Universidad de Zaragoza, España
  2. 2 Universidad de Jaén, España
Journal:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Year of publication: 2024

Issue Title: Education, Unnovation and Teaching-Learning Styles

Volume: 17

Issue: 33

Pages: 12-23

Type: Article

DOI: 10.55777/REA.V17I33.4242 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estilos de aprendizaje = Journal of Learning Styles

Abstract

The scientific literature indicates that there are no fixed modes of teaching-learning and that information is not received through a single channel. The aim of this study was to analyse the relationship between teaching style, learning style, motivation and self-esteem in pupils aged 6 to 9 years and the possible differences between teaching style and learning style on motivation and self-esteem. The sample of 134 pupils in the 1st, 2nd and 3rd years of Primary Education answered the VAK, MAPE-II and Coopersmith Scale tests. The teachers completed the Teching Styles Inventory questionnaire. The results indicate a significant relationship between teaching style and learning style (.195*) and outcome motivation (.233**), and between learning style and motivation (.182*) and self-esteem (-227**). In addition, a significant difference of innovative and blended teaching style with kinaesthetic and blended learning styles and with outcome motivation, as well as visual learning style in relation to low self-esteem. This suggests the need to develop adaptive and inclusive educational practices that cater for diversity.

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