ArticleBehavioral sciences (Basel, Switzerland)2019
Learning Styles Determine Different Immigrant Students' Results in Testing Settings: Relationship Between Nationality of Children and the Stimuli of Tasks.
Article in Behavioral sciences (Basel, Switzerland), 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 10 citations in OpenAlex.
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- Self-Perception of Children and Adolescents' Refugees with Trauma: A Qualitative Meta-Synthesis of the Literature.Behavioral sciences (Basel, Switzerland) · 2025Review
- Brain-Inspired Multisensory Learning: A Systematic Review of Neuroplasticity and Cognitive Outcomes in Adult Multicultural and Second Language Acquisition.Biomimetics (Basel, Switzerland) · 2025Review
- Does Urban Dialect Ability of Migrant Children Significantly Affect Academic Performance? Analysis of Mediating Effects Based on School Integration.Behavioral sciences (Basel, Switzerland) · 2025Article
- Unlocking public health competencies: the dose-response effect of problem-based learning on undergraduate student outcomes.Frontiers in public health · 2025Article
- Cultural intelligence and acculturation among non-native Arabic learners: the impact of learning apps.F1000Research · 2024Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
backgroundLiterature presents little examination on the learning styles and sensorial preferences of immigrants during decoding of different tasks in testing contexts.
methodsIn this cross-sectional study, non-native children (between 2nd and 12th grade) were divided into six groups determined by country of origin and examined on different stimuli, visual and auditory, associated with four tasks that measure cognitive and linguistic specific abilities.
resultsThe multivariate analysis confirmed that the children's nationality significantly explained achievement variability regarding picture recognition and auditory discrimination.
conclusionsResults indicate that tasks' stimuli can effectively assess and differentiate specific young minority groups in order to understand their actual level of preparation and their needs for further learning. The listening input, on the one hand, should be established as the main differentiator for all groups at the time of school entry, but, on the other hand, it should be avoided in Asian groups and Eastern European students during the first stages of second language (L2) learning in European contexts with romance languages as the target learning.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.