Analysis on the Effect of the Thinking Styles of Prospective Social Studies and Classroom Teachers on Their Attitudes towards Learning in Terms of Different Variables

Abstract

The purpose of this study is to determine whether there is a relationship between the thinking styles of prospective teachers and their attitudes towards learning. Relational screening model was used in this research analyzing the relationship between the thinking styles of prospective social studies and classroom teachers and their attitude towards learning. The research sample is composed of 191 prospective social studies and classroom teachers studying in a state university located in Central Anatolia Region for academic year. Rational-Experiential Thinking Styles Questionnaire and The Scale of Attitudes towards Learning chosen as purpose-oriented were used in the study. Unrelated samples t test, one-way analysis of variance and pearson correlation analysis were performed in the data analysis. A negatively significant relation was ascertained between the cognitive requirement sub-dimension of the thinking styles questionnaire of prospective teachers and the sub-dimensions of the nature of learning, expectations about learning and openness to learning belonging to the scale of attitudes towards learning. There was no significant relation observed between the intuitive belief sub-dimension of the thinking styles questionnaire and the sub-dimensions of the nature of learning, expectations about learning, openness to learning and concern about learning belonging to the scale of attitudes towards learning.