Abstract

This report outlines the findings from a Delphi study designed to establish consensus
on the definitions of cognitive style and learning style amongst an international
style researcher community. The study yields long-needed definitions for
each construct that reflect high levels of agreement. In a field that has been criticised
for a bewildering array of definitions and a proliferation of terms and concepts,
this study represents an important step to address confusion in the
meaning of the two terms. New researchers interested in styles are encouraged to
draw on these definitions when developing new research agendas aimed at deepening
our understanding of style as a core construct in educational psychology.