An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

Autor/in	Akça, Figen
Titel	An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control
Quelle	In: Journal of Education and Learning, 2 (2013) 1, S.134-146 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Academic Achievement; Success; Preschool Teachers; Learning Strategies; Cognitive Style; Locus of Control; College Students; Measures (Individuals); Multiple Regression Analysis; Predictor Variables; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Erfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Collegestudent; Messdaten; Prädiktor; Türkei
Abstract	The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of Control Scale (Dag, 1991), the Determining Learning Strategies Scale (Güven 2008), and the Kolb Learning Style Inventory (Askar & Akkoyunlu 1993). The obtained data were tested with T-test, Pearson product-moment correlation, and multiple regression analysis in independent samples. According to the research results, it was found that the learning strategies usage rates of prospective teachers increased in direct proportion to their academic success, and there was a positive significant relation between the usage of rehearsal learning strategies and being externally controlled. Furthermore, it was determined that learning strategies have predictor effects on academic success in learning styles. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01