Cognitive Styles, Motivational Orientations and Learning Processes in University Students

Based on Curry’s1 three-layered onion model for organizing learning-related conceptualizations, and consistent with her reflections on the role of motivational structures within learning, we integrated cognitive styles and motivational orientations in explaining preferences for learning processes. Cognitive styles (i.e., rational and experiential), motivational orientations (i.e., intrinsic and extrinsic) and learning processes (i.e., deep processing, methodical study, fact retention, elaborative processing) were investigated with self-administered measures among 322 Romanian university students. The relation between constructs was explored through multiple regression analyses and mediation models. Rational cognitive style is associated with all learning processes, while experiential style is not a significant correlate. Extrinsic motivation partially mediates the relation between rational cognitive style and both methodical study and elaborative processing, while intrinsic motivation partially mediates for deep and elaborative processing. Overall, findings support initial assumptions on links between cognitive styles and preferred learning processes, as well as the mediating role of motivational orientations.