摘要：The present study aims to provide further insights regarding the impact of students’ cognitive styles, learning styles, and motivation on learning outcomes in higher education. We studied 322 management and MBA students from two business schools, respectively in Belgium (n = 244) and Canada (n = 78). As hypothesized, the effect of cognitive styles and learning styles on academic achievement was mediated through the intervening mechanism of motivation. This research extends the education and styles literature by investigating the combined impact of individual style differences and intervening mechanisms on student learning outcomes across two different cultures. Moreover, it contributes to educational practice in higher education by providing relevant insights to stimulate the design of constructive student-centred learning environments.
