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Temperament-Based Learning Styles of Identified Gifted and Nongifted Students

University of Florida

Diana Joyce

University of Florida

Connie Horton

Illinois State University

Joseph Glutting

University of Delaware

Learning style preferences of 1,554 students identified as gifted and nongifted students, ages 8 to 17, were measured using the Student Styles Questionnaire (SSQ). Students identified as gifted and nongifted students did not differ significantly on extroverted-introverted, organlzed-flexible, and thinking-feeling styles. Students identified as gifted displayed a stronger preference for imagnative styles, while nongifted children displayed a stronger preference for practical styles. Gender differences were significant. Boys displayed a stronger preference for flexible and thinking styles while girls displayed a stronger preference for organized and feeling styles. Two gifted-by-gendcr interactions also were significant. Compared with boys identified as gifted, girls identified as gifted were more likely to prefer imaginative styles. Furthermore, although boys generally expressed a stronger preference for thinking than feeling, nongifted boys expressed a stronger preference for thinking than did boys identified as gifted.

Gifted Child Quarterly, Vol. 44, No. 3, 183-189 (2000)
DOI: 10.1177/001698620004400304


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