Individual differences and educational performance

Educational Psychology

Volumn 25, Issue 6, 2005, Pages 659-672

  Riding, Richard ^a,b  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

^b NONE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28244469621     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/01443410500344712     Document Type: Article

References (16)

1. Baddeley, A. D. (2000). Short-term and working memory. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 75-92). New York: Oxford University Press.
2. Carver, C., Scheier, M., & Weintrab, J. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
3. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrated model. Psychological Bulletin, 113, 487-496.
4. Eysenck, H. J. (1997). Personality and experimental psychology: The unification of psychology and the possibility of a paradigm. Journal of Personality and Social Psychology, 73, 1224-1237.
5. Eysenck, H. J. (1998). Dimensions of personality. New Brunswick, NJ: Transaction Publishers.
6. Furnham, A. (2001). Test-taking style, personality traits and psychometric validity. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement. Mahwah, NJ: Lawrence Erlbaum Associates.
7. Halpern, D. E. (1992). Sex differences in cognitive abilities (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Hayes, J., & Allinson, C. W. (1996). The implications of learning styles for training and development: A discussion of the matching hypothesis. British Journal of Management, 7, 63-73.
9. Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Mackintosh, N. J. (1998). IQ and human intelligence. Oxford, UK: Oxford University Press.
11. McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. Journal of Personality, 60, 175-215.
12. Richardson, J. T. E. (2005). Students' approaches to learning and teachers' approaches to teaching in higher education. Educational Psychology, 25(6), 673-680.
13. Riding, R. J. (2003). Cognitive style and school performance in adolescents. In F. Pajares & T. Urdan (Eds.) (pp. 45-69), International perspectives on adolescence. Greenwich, CT: Information Age Publishing.
14. Riding, R. J., & Rayner, S.G. (1998). Cognitive styles and learning strategies. London: David Fulton Publishers.
15. Skaalvik, E. M., & Rankin, R. J. (1994). Gender differences in mathematics and verbal achievement, self-perception and motivation. British Journal of Educational Psychology, 64, 419-428.
16. Topping, K., & Maloney, S. (2005). The RoutledgeFarmer reader in inclusive education. London: RoutledgeFalmer.