Abstract
The present research aims to investigate the relationship between the learning strategies, learning styles, thelocus of control and the academic success of prospective teachers. The study group consists of 198 universitystudents in various departments at the Uluda? University Faculty of Education. Research data were collectedwith the Locus of Control Scale (Da?, 1991), the Determining Learning Strategies Scale (Güven 2008), and theKolb Learning Style Inventory (A?kar & Akkoyunlu 1993). The obtained data were tested with T-test, Pearsonproduct-moment correlation, and multiple regression analysis in independent samples. According to the researchresults, it was found that the learning strategies usage rates of prospective teachers increased in direct proportionto their academic success, and there was a positive significant relation between the usage of rehearsal learningstrategies and being externally controlled. Furthermore, it was determined that learning strategies have predictoreffects on academic success in learning styles.
Highlights
How individuals learn and become more active in the learning process continues to be emphasized in much research
In this research, which aims to determine the relation between academic success, the learning styles, and the locus of control of prospective teachers who study in the Uludağ University Education Faculty, singular and relational screening models (Karasar, 1998) were used
According to the first finding obtained from this study, it is seen that most students use assimilating and converter learning styles more frequently than adaptive and transformative learning styles
Summary
How individuals learn and become more active in the learning process continues to be emphasized in much research. Research reveals that everyone’s learning process is different. Learning is in general explained though two approaches: the behaviorist approach and the cognitive one (Şimşek, 2004). In the cognitive approach, learning is achieved through mental processes and differs from the behavioral approach in which learning is achieved through visible behaviors (Anderson, 1995). The information processing approach, of which explains learning as the cognitive learning process does refers to learning styles of the individuals. Learning style is defined as the the individual characteristics of the students in relation to affective and physical behaviors involved in learning, taking in knowledge, interacting with knowledge, and responses to knowledge (Felder & Brent, 2005). The learning style is a concept that does not change over a lifetime but it does change the life of the individual (Kaplan & Kies, 1995)
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