ne or with peers and Learning Style III (r=.53737; p<.05) indicating that as student preference shifted from preferring studying alone to preferring studying with peers, teachers were more likely to view them as utilizing Learning Style III. That is, teachers were more like to see students as teacher motivated, the types who are inspired by approval from authority figures, group-oriented. The students would also be more likely to be viewed as those who learn best in the morning and who are already somewhat motivated to learn.
(4) A significant negative correlation between studying alone or with peers and Learning Style IV (r= -.49871; p<.05) indicating that as student preference shifted from being alone to being with peers, teachers were less and less likely to view them as utilizing Learning
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