| The purpose of this study was to investigate the relationship between learning styles and religious motivation among Korean Presbyterian church adolescents. The sample of this study consisted of junior high and high school students who had attended Sunday school Bible study from 17 Presbyterian churches. A survey questionnaire was used to collect data. It included learning styles, religious motivation, and demographic information, such as age, gender, years as a Christian, and level of church activity attendance.;Of the total 820 survey questionnaires that were sent to participants, 684 were returned, which is a response rate of 83.4%. The usable survey questionnaires were 619, making up a response rate of 75.5%. In order to analyze data, t-tests, ANOVAs, Tukey HSD post-hoc tests, Chi-squares, and Pearson's product moment correlation coefficients were used.;Results showed that the dominant learning style of Korean Presbyterian church adolescents was diverger (42.2%). Learning modes were significantly related to age, gender, and level of church activity attendance. Religious motivation was significantly related to age, gender, years as a Christian, and level of church activity attendance. However, learning styles were not significantly associated with age, gender, years as a Christian and level of church activity attendance. Also, both learning modes and learning styles were not significantly related to intrinsic, extrinsic personal, and extrinsic social religious motivations.;Based on the findings, this study suggested implications for educational practices as follows: (a) Promoting holistic learning, (b) promoting learner-centered education, (c) developing various teaching methods, (d) motivating adolescents to participate in various church activities, and (e) emphasizing the work of the Holy Spirit.;Recommendations for further research were suggested as follows: (a) Large samples from different denominations may be necessary in order to generalize the results of this research. (b) It may be necessary to investigate the effects of the match or mismatch of learning styles and teaching styles on religious motivation. (c) It may be helpful to use a more longitudinal design by performing pretests and posttests, or using control groups and experimental groups. (d) Other spirituality measures may be useful for examining further relationships between learning style and spirituality. |
