The aim of the thesis was to investigate the relation between
personality factors and factors of learning styles of high
school students. Partial goals were to investigate relation of
personality factors or learning styles with school achievement
and to validate gender differences in learning styles and
personality factors. Data collection was carried out using a
questionnaire LSI (R. Dunn, K. Dunn, G. Price) for the learning
styles and NEO-FFI (Costa PT, McCrae RR) for the personality
factors. The research sample consisted of a total of 219
secondary school students and female students. The results
indicated that there were significant, although not very strong
correlation between learning styles and personality factors
that were significantly influenced by gender. The relationship
between school achievement and personality factors were found
out only for Conscientiousness factor, and only for boys.
School achievement most significantly correlated with
persistence and responsibility factors. No significant gender
differences in the learning styles were found out. Gender
differences in personality factors were partially proved for
the factor of Neuroticism and Openness. The causes of these
findings were discussed.