本研究以大學生為研究對象，探討不同背景性格、不同身分別、不同類組以及不同生理性別大學生之學習風格與學習需求。本研究對841大學生進行調查，並以「性格量表」、「成人學習風格量表」、「學習需求量表」作為研究工具。以獨立樣本t檢定進行差異考驗，研究結果如下：
一、內向性格資優生之學習風格與學習需求
內向資優生最喜愛「組織與邏輯」之學習風格；在學習需求方面，對「獨立學習」的需求最強。內向資優生喜歡老師提供清楚的指引、有組織的課程架構、有脈絡的教學以及有程序的學習，他們也擅長利用個人經驗來幫助學習。在學習需求的部分，內向資優生則是需要安靜且獨立的學習空間以利深度思考。相對於內向資優生的學習需求，非內向資優生在「聯想與架構」較有需求。

二、不同背景變項大學生之學習風格差異情形
內向性格學生在「組織與邏輯」與「計劃與執行」兩種學習風格皆顯著高於非內向性格學生，但在「創意與開放」以及「直覺」兩種學習風格則無顯著差異。由結果可推論內向性格學生的學習風格是依賴有組織、有架構的教學及思考方式，當他們在團體討論時，需要先整理思緒才能順暢的表達。
其他背景變項大學生的學習需求研究結果顯示，男性學生在學習風格「計劃與執行」的偏好顯著高於女性學生，但在「組織與邏輯」、「創意與開放」以及「直覺」並無顯著差異。資優生與非資優生的學習風格並無顯著差異，文組學生與理組學生的學習風格也沒有顯著差異。

三、不同背景變項大學生之學習需求差異情形
內向性格學生在三種學習需求「摘要與表達」、「聯想與架構」以及「獨立學習」顯著高於非內向性格學生。由結果可推論內向性格學生的學習需求是需要教師清楚的指引、透過連結過往經驗來幫助學習以及需要獨立的學習空間。
其他背景變項大學生的學習需求研究結果顯示，資優生與非資優生在「摘要與表達」有顯著差異、女性學生在「摘要與表達」的學習需求顯著高於男性學生。不同背景變項的學生在有些學習需求則無顯著差異，資優生與非資優生在「聯想與架構」及「獨立學習」無顯著差異、不同性別學生在「聯想與架構」及「獨立學習」等兩種學習需求並無顯著差異、文組學生與理組學生的在所有學習需求均無顯著差異。

四、對教育實務的建議
本研究依據研究結果提出教育實務的建議，首先教師須充分瞭解學生的性格特質並依據性格特質評估其學習需求。第二是提供內向性格學生有結構的學習以及獨處的空間，讓他們能在舒適的環境中學習。最後教師須留意教室中安靜的學生，除了回應主動談話的學生，也須留意團體中相對安靜的學生之學習表現以及特質展現。

The purpose of this study was to examine the learning styles and learning needs of college students with different backgrounds, identities, groups, and physiological sexes. In this study, 841 university students were surveyed, and "Personality Scale", "Adult Learning Style Scale", and "Learning Needs Scale" were used as research instruments. The results of the independent sample t-test are as follows.
I. Learning styles and learning needs of introverted gifted students
Introverted gifted students are most attracted to the "organization and logic" learning style. In terms of learning needs, the need for "independent learning" is the strongest. Introverted gifted students prefer teachers to provide clear guidance, structured curriculum, structured instruction, and procedural learning. They are also good at using their personal experiences to help them learn. In terms of learning needs, introverted gifted students need a quiet and independent study space for deeper thinking. Compared to the learning needs of introverted gifted students, the needs of non-introverted gifted students are strongest in "association and structure".

II. Differences in learning styles among college students with different backgrounds
Introverted students had significantly higher learning styles of "organization and logic" and "planning and execution" than non-introverted students, but there were no significant differences between the two learning styles of "creativity and openness" and "intuition". From the results, it can be inferred that the learning style of introverted students relies on organized and structured teaching and thinking styles. When they discuss in groups, they need to organize their thoughts before they can express themselves smoothly.
Research on the learning needs of university students with other background variables showed that male students had a significantly higher preference for the learning style 'planning and execution' than female students. However, there were no significant differences in the areas of 'organization and logic', 'creativity and openness' and 'intuition'. There were no significant differences in the learning styles of gifted and non-gifted students. There were also no significant differences between the learning styles of students in the "Arts" and "Science" groups.

III. Differences in the learning needs of university students with different background variables
Introverted students were significantly more likely than non-introverted students to have three types of learning needs (i.e. 'summarizing and expressing', 'associating and structuring' and 'independent learning'). From the results, it can be inferred that the learning needs of introverted students are the need for clear guidance from teachers, the need to learn by linking to past experiences, and the need for independent learning space.
The study on the learning needs of university students with other background variables showed that there were significant differences between gifted and non-gifted students in the area of 'Summary and Expression', and that female students had significantly higher learning needs in the area of 'Summary and Expression' than male students. There were no significant differences in some learning needs between students with different background variables. There were no significant differences between gifted and non-gifted students in the areas of 'association and structure' and 'independent learning'. There were no significant differences in the learning needs of students of different genders in the areas of 'association and structure' and 'independent learning', and there were no significant differences in the learning needs of students of different genders in the areas of 'association and structure' and 'independent learning. There were no significant differences in all learning needs between students in the Arts and Science groups.

IV. Recommendations for Educational Practice
Based on the findings of this study, we propose the following recommendations for educational practice. Firstly, teachers should have a good understanding of students' personality traits and assess their learning needs according to their personality traits.
Secondly, introverted students should be provided with structured learning and space for solitude so that they can learn in a comfortable environment. Lastly, teachers should be aware of quiet students in the classroom. In addition to responding to students who initiate conversations, teachers should also be aware of the learning performance and attributes of relatively quiet students in the group.

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