Topic: A learning style is a combination of learning  strategies, typical for an individual who usually uses them in the majority of situations and are sometimes more, sometimes less appropriate (Marentič-Požarnik, 1995). Kolb (1974, 1976, 1984)  defined learning as a process, in which knowledge is being created by  means of transformation of experiences.

Research Question: In this paper our main interest was shown, how students from our population learn and whether the model of experiential learning is characteristic for them. 

Conceptual framework: Learning progress takes place in four learning dimensions. Experiential learning or the concrete experience represents the basis of this model. Other dimensions are: thinking observation, active experimentation and abstract conceptualisation.   The majority of teachers today are aware, that the life-long learning and improving their teaching techniques and skills is an essential part of  their profession .

Namely, both teachers and students must learn  from each other. Learning here means having the possibility of changing our behaviour on the experiential basis. In the process of learning we are getting knowledge, education, habits and skills and we can expand our emotional response in it as well. Because of such an important role of learning we have decided to make a research on students’ learning styles. The most frequently quoted model of learning styles is the model of experiential learning made by David Kolb. We have used this model of learning styles to investigate the relationship between learning and the self-concept of students.

Objective: Several statistical analyses have been done for testing the hypothesis, that students with higher self-concept areas in academics learn in a more complex way and easier and they have got better school grades as well.

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