IJSP Number 5, 2023

81 was developed, which includes a balanced combination of satisfaction and frustration items. Thus, in the present study the following needs are targeted: the need for autonomy (its satisfaction and frustration), the need for relatedness (its satisfaction and frustration) and the need for competence (its satisfaction and frustration). b. The Learning Style Inventory (LSI) based on experiential learning theory was developed by David Kolb starting with the year 1971. LSI is a simple self- description test designed to measure the trainee’s strengths and weaknesses in the four stages of the learning process. Effective learners rely on four different learning modes: Concrete Experience (CE) - Involve trainees fully, openly, and without bias in new experiences Reflective Observation (RO) - Reflect on and observe these experiences from many perspectives Abstract Conceptualisation (AC) - Create concepts that integrate their observations into logically sound theories. Active Experimentation (AE) - Use these theories to make decisions and solve problems The LSI is designed to assess the relative importance of each of the four learning modes so that the researcher can get some indication of which modes tended to emphasise. Combination scores indicate the extent to which abstractness is emphasised over concreteness (AC-CE); and the extent to which active experiment is emphasised over reflection (AE-RO). Learning Modes: A high score on concrete experience represents a receptive, experience-based approach to learning that relies heavily on feeling-based judgments. High CE individuals tend to be empathetic and "people-oriented”. They generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. They learn best from specific examples in which they can become involved. Individuals who emphasise CE tend to be oriented more toward peers and less toward authority in their approach to learning and benefit most from feedback and discussion with fellow CE learners. A high score on abstract conceptualisation indicates an analytical, conceptual approach to learning that relies heavily on logical thinking and rational evaluation. High AC individuals tend to be oriented more toward things and symbols and less toward other people. They learn in impersonal, authority-directed learning situations that emphasise theory and systematic analysis. They are often frustrated by, and benefit little from, unstructured "discovery" learning approaches such as exercises and simulations. A high score on active experimentation indicates an active, “doing” orientation to learning that relies heavily on experimentation. High AE individuals learn best when they can engage in such things as projects, homework or small group discussions. They dislike passive learning situations such as lectures. These individuals tend to be extroverts. A high score on reflective observation indicates a tentative, impartial and reflective approach to learning. High RO individuals rely heavily on careful