A Survey of the Learning Styles and Resilience on Primary School Senior Pupils in Keelung City

• Main Authors: Hsiao, Ya-Fang, 蕭雅芳
• Other Authors: Lin, Jyh-Sheng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/40175235545931254984

碩士 === 國立臺灣海洋大學 === 教育研究所 === 103 === Abstract This research aims to explore ‘learning style’, ‘resilience’ and their relationships on the senior pupils in Keeling city. Based on stratified sampling, there are 677 pupils within 14 schools involved in this research(response rate 96.71%). The main findings are as follows: firstly, the score of learning styles from high to low are reflector, activist, theorist and pragmatist, and moreover, reflector and theorist have been merged to introversive type, activist and pragmatist have been merged to on of extroversive on type. Secondly, it is significantly difference between staying with parents and without parents on introversive type and extroversive type. Thirdly, the total score of resilience is lower than median and the five dimensions from high to low are personal capacity, believe in yourself, accept change, control and spiritual influence. Fourthly, based on personal capacity, the full-attendance are significantly higher than without full-attendance, the attending cram school pupils are significantly higher than without attending; based on instinct to believe in yourself, grade six is significantly higher than grade five; based on spiritual influence, grade six is significantly higher than grade five, the full-attendance is significantly higher than without full-attendance, the people with religion are significantly higher than without. Finally, it shows positive low median correlations between resilience and four different learning styles (between .34 to .37); based on multiple regression, personal capacity and control can effectively predict theorist, accept change and control can effectively predict activist, personal capacity and control can effectively predict pragmatist and control and spiritual influence can effectively predict reflector. Based on canonical analysis, it shows that four different learning styles can positively influence five dimensions of resilience through χ1 (η = .51), and furthermore, ‘activist’ and ‘reflector’ can influence ‘spiritual influence’ through χ2 (η = .18). It clearly shows the mutual influence between pupils’ learning styles and resilience. Hence, understanding pupils’ learning styles and resilience will be beneficial to explore pupils’ personality for improving their mental health. Key words: primary school senior pupils, learning styles, resilience