Temperament-Based Learning Styles of Identified Gifted and Nongifted Students

Abstract

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.