@article{article_1561687, title={Comparison of Academic Achievement, Academic Self- Confidence, and Perception of Educational Environment Based on Learning Style Preferences in Physiotherapy and Rehabilitation Students}, journal={Yükseköğretim ve Bilim Dergisi}, volume={15}, pages={218–226}, year={2025}, DOI={10.5961/higheredusci.1561687}, author={Aydoğdu Delibay, Aylin and Kiloatar, Hümeyra and Turan, Onur and Açar, Görkem}, keywords={fizyoterapi eğitimi, öğrenme stilleri, akademik başarı}, abstract={The aim of this study was to examine the academic achievement, academic self-confidence, and learning environments of undergraduate physiotherapy and rehabilitation students according to their different learning style preferences. 180 undergraduate physiotherapy and rehabilitation students were included in the study. Individuals’ learning style preferences were evaluated with the Kolb Learning Style Inventory-3, their learning environment was evaluated with the DREEM (The Dundee Ready Education Environment Measure) survey, and their self-confidence was evaluated with the Academic Self-Confidence Scale. Individuals’ academic achievements were evaluated through their Grade Point Average (GPA). Individuals who preferred different learning styles had similar academic self-confidence (p>0.05). Individuals who preferred different learning styles had statistically different perceptions of the learning environment (p <0.05). The DREEM score of students who preferred the assimilating learning style was found to be lower than that of individuals who preferred the converging and accommodating learning style (p <0.05). The academic achievements of individuals who preferred different learning styles were found to be statistically different (p <0.05). Statistically significant differences were found between students with diverging and converging learning styles (χ² = 16.36, p = 0.0025), as well as between those with accommodating and converging learning styles (χ² = 16.37, p= 0.0025). This study demonstrated that learning style preferences significantly influence academic success and perceptions of the educational environment among physiotherapy and rehabilitation students. It was found that students with an assimilating learning style reported lower satisfaction with the educational environment, while those with a diverging learning style exhibited lower academic achievement. In contrast, academic self-confidence levels did not differ significantly among the different learning styles. These findings suggest that developing educational strategies tailored to various learning styles may enhance student satisfaction and academic performance in physiotherapy and rehabilitation education.}, number={2}, publisher={Zonguldak Bülent Ecevit Üniversitesi}