An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control
Bibliographic record
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".