Temperament-based learning styles of identified gifted and nongifted students

Learning style preferences of 1,554 students identified as gifted and nongi fted students, ages 8 to 17, were measured using the Student Styles Questio nnaire (SSQ). Students identified as gifted and nongifted students did not differ significantly on extroverted-introverted, organized-flexible, and th inking-feeling styles. Students identified as gifted displayed a stronger p reference for imaginative styles, while nongifted children displayed a stro nger preference for practical styles. Gender differences were significant. Boys displayed a stronger preference for flexible and thinking styles while girls displayed a stronger preference for organized and feeling styles. Tw o gifted-by-gender interactions also wer significant. Compared with boys id entified, girls identified as gifted were more likely tp prefer imaginative styles. Furthermore, although boys generally expressed a stronger preferen ce for thinking than feeling, non-gifted boys expressed a stronger preferen ce for thinking than did boys identified as gifted.