TY  - JOUR
AB  - Purpose– The purpose of this paper is to explore the field of learning, learning style, meta‐cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.Design/methodology/approach– The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.Findings– The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta‐cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self‐efficacy.Originality/value– The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self‐efficacy and salutogenesis.
VL  - 48
IS  - 2/3
SN  - 0040-0912
DO  - 10.1108/00400910610651809
UR  - https://doi.org/10.1108/00400910610651809
AU  - Boström Lena
AU  - Lassen Liv M.
ED  - Eugene Sadler‐Smith
ED  - Carol Evans
PY  - 2006
Y1  - 2006/01/01
TI  - Unraveling learning, learning styles, learning strategies and meta‐cognition
T2  - Education + Training
PB  - Emerald Group Publishing Limited
SP  - 178
EP  - 189
Y2  - 2024/04/26
ER  -