Abstract
The learning-style preferences, levels of academic achievement, and extracurricular creative activities among students from one junior high school and four high schools in Hungary were investigated and compared. The Learning Style Inventory (Dunn, Dunn, & Price, 1996) and the Tel Aviv Activities Inventory (Milgram, 1987) were used to identify leaming-style preferences and areas of creative performance prevalent among these students. High, average, and low academic achievers and students creative in various domains demonstrated significantly distinct leaming-style characteristics.
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