Abstract
This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger. According to the findings, SSPTs' academic achievements had negative and low-level relationship with the TAS' worry sub-dimension while they had no significant relationship with the emotionality sub-dimension. No statistically significant relationship was observed between test anxiety and independent, participant and avoidant learning styles, which are among GRLSS sub-dimensions. The findings revealed that competitive and cooperative learning styles had positive, low-level and significant relationship with the TAS' emotionality sub-dimension, and the same relationship was observed between the competitive learning style and the worry sub-dimension. The relationship of gender and class level with learning styles and test anxiety was also investigated in this study.
Highlights
Learning, which is said to be a process, consists of various dimensions including planning, application, assessment and evaluation [58]
When the studies pre-service teachers’ (SSPTs) levels of academic achievement and test anxiety were examined, no significant relationship was found between academic achievement levels and test anxiety scale (TAS) as a whole or only with the emotionality sub-dimension
The variables in SSPTs' Personal Information Form (PIF) and SSPTs' replies to Grasha-Reichmann learning style scale (GRLSS) and TAS were examined in light of the literature
Summary
Learning, which is said to be a process, consists of various dimensions including planning, application, assessment and evaluation [58]. There are differences in the meaning attributed to the term success [55, p.571], improving education and enabling students to achieve their learning objectives or to become successful, have long become among the aims of educators and politicians [37, p.687]. In this context, with reference to the idea that the reasons for students’ success or failure should be thought of as being multidimensional and multivariable [85, p.12], studies aiming to determine the factors that affect students’ success have an important place in educational research. The effects of many individual and environmental factors on student success including student’s age [65], attention [57], motivation [63], past [50], socio-economical state [12, 60], teacher’s behaviors [26], teaching methods used by the teacher [42], class size [2,5,66], and peers [41] have been investigated by researchers in the education field
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