Abstract
The purpose of this research was to examine the learning styles of prospective teachers in terms of emotional intelligence with some other variables. Grasha-Reichmann’s learning style scale prepared by Grasha-Reichmann (1994) and Turkish version of which was adapted by Saritas and Sural (2010) was used to measure the learning styles of students who are candidates to become teachers. Their emotional intelligence was measured using this scale. The study group of the research composed of 406 university teacher candidates who were studying in the Education faculty in the academic year of 2016/2017. The research was carried out using the relational screening model. A significant relationship between subscales of learning styles and emotional intelligence sub-dimensions was found. In addition, significant differences were found in the dependent learning style and participative learning style sub-dimensions of learning styles according to the genders of teacher candidates. A significant level of differentiation was seen in the independent learning style, dependent learning style, competitive learning style and avoidant learning style sub-dimensions.
Highlights
Learning styles can be defined as the different approaches that students use to learn, to process knowledge and to solve problems (Doğanay & Karip, 2006)
Students’ independent learning styles and who have the ability to plan their own goals and objectives (Cassidy, 2006) and the well-being dimension which is expressed as to be satisfied with life, were found to be quite related to each other
The self-control sub-dimension was found to have a significant relationship with the self-control subscale (Petrides & Furnham 2001), which expresses the skills of the individual to manage their emotions, make decisions, cope with stress, and have an independent learning style
Summary
Learning styles can be defined as the different approaches that students use to learn, to process knowledge and to solve problems (Doğanay & Karip, 2006). According to Kolb (1984), learning style is a preferred method that varies from person to person in the process of perception and gathering information. The learning style scale developed by Grasha and Riechmann was used. This scale of GrashaReichmann is a model based on the interaction of students with other students or students with teachers. The learning styles are categorized according to the participation of the learners in the learning process. Learning styles are grouped as independent, dependent, participative, avoidant, collaborative and competitive as defined by Grasha-Reichmann (Grasha, 2002; Koçak, 2007)
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