This study was designed to determine if thinking and learning styles of selected student-athletes at Rowan University impact academic achievement. Ninety-six undergraduate student-athletes from Rowan University participated in the study completing both the Inquiry Mode Questionnaire (InQ) and the Learning Connections Inventory (LCI) to measure thinking and learning styles. The InQ consists of 18 statements which are followed by five possible endings in which respondents indicate the degree to which each statement is most like you (5) or least like you (1). The LCI is a 28 Likert item self-reporting instrument that allows the respondent to learn of their learning style. Student-athletes also completed a demographic page, included on which were the variables of gender, academic classification, major, sports participation, and grade point average. Findings from this study support previous research about thinking and learning styles, while expanding the knowledge base about thinking and learning styles and student-athletes. Significant correlations were found between thinking and learning styles and the following variables: gender, major, and sports participation.
","abstract_html":"<p>This study was designed to determine if thinking and learning styles of selected student-athletes at Rowan University impact academic achievement. Ninety-six undergraduate student-athletes from Rowan University participated in the study completing both the Inquiry Mode Questionnaire (InQ) and the Learning Connections Inventory (LCI) to measure thinking and learning styles. The InQ consists of 18 statements which are followed by five possible endings in which respondents indicate the degree to which each statement is most like you (5) or least like you (1). The LCI is a 28 Likert item self-reporting instrument that allows the respondent to learn of their learning style. Student-athletes also completed a demographic page, included on which were the variables of gender, academic classification, major, sports participation, and grade point average. Findings from this study support previous research about thinking and learning styles, while expanding the knowledge base about thinking and learning styles and student-athletes. Significant correlations were found between thinking and learning styles and the following variables: gender, major, and sports participation.</p>","abstract_has_math":false,"creators":["Bullard, Robert"],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-07-29T07:00:00Z","date_published":"2009-07-29T07:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["Academic achievement--New Jersey; College athletes--New Jersey","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/598","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton"]},{"key":"dc:creator","label":"Author","values":["Bullard, Robert"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement--New Jersey; College athletes--New Jersey","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/598"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to determine if thinking and learning styles of selected student-athletes at Rowan University impact academic achievement. Ninety-six undergraduate student-athletes from Rowan University participated in the study completing both the Inquiry Mode Questionnaire (InQ) and the Learning Connections Inventory (LCI) to measure thinking and learning styles. The InQ consists of 18 statements which are followed by five possible endings in which respondents indicate the degree to which each statement is most like you (5) or least like you (1). The LCI is a 28 Likert item self-reporting instrument that allows the respondent to learn of their learning style. Student-athletes also completed a demographic page, included on which were the variables of gender, academic classification, major, sports participation, and grade point average. Findings from this study support previous research about thinking and learning styles, while expanding the knowledge base about thinking and learning styles and student-athletes. Significant correlations were found between thinking and learning styles and the following variables: gender, major, and sports participation.
"]},{"key":"dc:title","label":"Title","values":["The learning curve: the thinking and learning styles of selected student athletes at Rowan University and the impact on academic achievement"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton"],"dc:creator":["Bullard, Robert"],"dc:date.available":["2016-03-16T07:00:00Z"],"dc:description.abstract":["This study was designed to determine if thinking and learning styles of selected student-athletes at Rowan University impact academic achievement. Ninety-six undergraduate student-athletes from Rowan University participated in the study completing both the Inquiry Mode Questionnaire (InQ) and the Learning Connections Inventory (LCI) to measure thinking and learning styles. The InQ consists of 18 statements which are followed by five possible endings in which respondents indicate the degree to which each statement is most like you (5) or least like you (1). The LCI is a 28 Likert item self-reporting instrument that allows the respondent to learn of their learning style. Student-athletes also completed a demographic page, included on which were the variables of gender, academic classification, major, sports participation, and grade point average. Findings from this study support previous research about thinking and learning styles, while expanding the knowledge base about thinking and learning styles and student-athletes. Significant correlations were found between thinking and learning styles and the following variables: gender, major, and sports participation.
"],"dc:identifier":["https://rdw.rowan.edu/etd/598"],"dc:subject":["Academic achievement--New Jersey; College athletes--New Jersey","Higher Education Administration"],"dc:title":["The learning curve: the thinking and learning styles of selected student athletes at Rowan University and the impact on academic achievement"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:21Z"}