Se analizan evidencias de validez convergente en tres instrumentos de evaluación de los estilos de aprendizaje. Para ello, los tres instrumentos se correlacionaron entre sí y con herramientas de evaluación de la personalidad. Los estilos de aprendizaje se evaluaron a través de las versiones adaptadas localmente del Inventory of Learning Process (Schmeck, Ribich, & Ramanaiah, 1977), Grasha Riechmann Students learning Style Scales (Riechmann & Grasha, 1974), y el Learning Style Type Indicator (Pelley, 2015). Por otro lado se aplicaron las versiones locales del Personality Inventory for DSM-5 (Krueger, Derringer, Markon, Watson, & Skodol, 2012; Stover, Castro Solano, & Fernández Liporace, 2019) y el Big Five Inventory (Castro Solano & Casullo, 2001; John, 1990). Se trabajó con una muestra de 251 estudiantes universitarios (52.2% mujeres y 47.8% varones) de entre 18 y 47 años (M = 24.74; DE = 4.05). Se realizó un análisis correlacional que halló varias asociaciones estadísticamente significativas entre las dimensiones evaluadas, que a su vez guardan coherencia con la teoría. Se concluye que los instrumentos analizados presentan evidencias de validez convergente. Se detallan las implicancias prácticas de los hallazgos y futuras líneas de investigación. Palabras clave Estilos de aprendizaje - Personalidad - Validez convergente - Estudiantes universitario ABSTRACT CONVERGENT VALIDITY ANALYSIS IN LEARNING STYLES INSTRUMENTS IN COLLEGE STUDENTS FROM BUENOS AIRES Convergent validity evidence is analyzed in three learning styles instruments. To do this, the three instruments were correlated with each other and with personality assessment instruments. Learning styles were assessed through locally adapted versions of the Inventory of Learning Process (Schmeck, Ribich, & Ramanaiah, 1977), Grasha Riechmann Students learning Style Scales (Riechmann & Grasha, 1974), and the Learning Style Type Indicator ( Pelley, 2015). On the other hand, the local versions of the Personality Inventory for DSM-5 (Krueger, Derringer, Markon, Watson, & Skodol, 2012; Stover, Castro Solano, & Fernández Liporace, 2019) and the Big Five Inventory (Castro Solano & Casullo, 2001; John, 1990) were applied. 251 college students (52.2% women and 47.8% men) between 18 and 47 years old (M = 24.74; SD = 4.05) participated in the study. A correlational analysis was performed and found several statistically significant associations between the dimensions evaluated. Such correlations were consistent with the theory. It is concluded that the instruments present adequate evidence of convergent validity. The practical implications of the findings and future lines of research are detailed. Keywords Learning styles - Personality - Convergent validity - College