The objective of this study was to describe the relationship between learning styles, self-direction skills and academic performance in a course in music theory. A non-experimental and cross-correlational quantitative method was used. The sample of 76 students in a public university Music, answered the Honey-Alonso Learning Styles Questionnaire and the Profile Inquiry Self-Direction Questionnaire. The ratings were school performance parameter. A moderate and inverse correlation between the active style and performance in the whole sample was found. In the analysis by study group, some other correlations were determined.
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