An Analysis on the Relationship of Thinking and Learning Styles with Communication StyleAloysius Liliweri*
Nusa Cendana University, Kupang, Indonesia
- *Corresponding Author:
- Aloysius Liliweri
Nusa Cendana University, Kupang
E-mail: [email protected]
Received date: April 12, 2017; Accepted date: April 29, 2017; Published date: May 03, 2017
Citation: Liliweri A (2017) An Analysis on the Relationship of Thinking and Learning Styles with Communication Style. Int J Sch Cogn Psychol 4: 192. doi:10.4172/2469-9837.1000192
Copyright: © 2017 Liliweri A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The study focuses on identifying and describing (1) the communication style, (2) the thinking style, (3) the learning style of the postgraduate (graduates and postgraduates) students of Nusa Cendana university (Universitas Nusa Cendana (Undana), (4) the level of relationship of thinking style and communication style of the students, (5) the level of the relationship of learning style and communication style of the students, (6) the level of the relationship of both, thinking and learning styles with the communication style, and (7) the level of the difference between thinking style, learning style and communication style of the students. The study applies the correlation design of quantitative research involving 203 samples of 306 student population. The study reports the following main findings. (1) In general the students vary in their communication style according to listeners, creator, doers, thinkers. (2) To be in detail, whatever type of communication style (listeners, creators, initiators, and thinkers) is not determined by any type of thinking style (synthetic, idealistic, pragmatic, analytic, and realistic). (3) Then, whatever type of communication style performed by the students (listeners, creators, active doers, and thinkers) is not determined by learning style variations (visual, auditory, reading/writing, and kinesthetic). (4) Another finding is there is no significant relationship shown by the three variables studied, thinking, learning, and communication styles, as is shown by correlation coefficient at 0.010. (5) Finally, there is difference in thinking style, learning style, and communication style performed by the students, male and female students.