Learning Styles and Vocational Guidance in Secondary Education

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Ana María Antelm-Lanzat
Alfonso J. Gil
María Luz Cacheiro-González
Eufrasio Pérez-Navío
Eduardo Fonseca-Pedrero


Learning styles • secondary education • school dropout • vocational guidance • Spain


This research addresses the relationship between the learning style and the students’ career choice close to finishing secondary education in Spain. The study was carried out with a sample of 590 participants from the province of Valencia in Spain. The learning style was determined using the Honey-Alonso Learning Styles Questionnaire. Career options were derived by adding a question about students career choice for the following academic year. The results indicated that the characteristic learning style of this student body is reflective, followed by the active, pragmatic, and theoretical styles. It was found that students with a preponderant reflective style preferred to continue their baccalaureate studies. However, students with an active or pragmatic learning style chose vocational training. It is concluded that awareness of a student’s learning style is an efficient tool for guiding secondary education schools. Additionally, learning style’s determination can help students achieve greater flexibility and autonomy in the way they learn.


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