Üniversite Birinci Sınıf Öğrencileri Arasında Sosyal Uyum, Öğrenme Stili Tercihleri ve Akademik Başarı Arasındaki İlişkisinin İncelenmesi

Öz

Bu çalışma, üniversite birinci sınıf öğrencilerinde sosyal uyum, öğrenme stili tercihleri ve akademik başarı arasındaki ilişkinin incelenmesini amaçlamıştır. Çalışma kesitsel ve kolay örnekleme yöntemi ile belirlenen 520 üniversite birinci sınıf öğrencisinin katılımı ile gerçekleştirilmiştir. Verilerin toplanmasında Üniversite Öğrencilerinin Sosyal Uyum ve Barsch-Öğrenme Tercihleri Envanteri Ölçeği kullanılmıştır. Sosyal uyumu, öğrenme stili tercihlerini ve akademik başarıyı belirleyen tanımlayıcı ve analitik istatistiksel analizler kullanılmıştır. Bulgular, birinci sınıf öğrencilerinin temel öğrenme stili tercihinin görsel (n=168, %32.3) olduğunu göstermiştir. Ayrıca görsel öğrenme stilleri, kişilerarası uyum yeteneği ile önemli ölçüde ilişkiliyken, görsel ve kinestetik öğrenme stilleri, seçim uyumluluğu ile önemli ölçüde ilişkili bulunmuştur. Bir diğer bulguda, kız öğrencilerin kişilerarası ve özbakım uyum ortalama puanı erkeklere göre anlamlı derecede daha yüksek iken, erkeklerin fiziksel ve zihinsel belirti ortalama puanları kız öğrencilere göre daha yüksek olduğu bulunmuştur. Sonuç olarak, eğitimcilerin kullanacakları farklı ve etkili öğretim stratejleri hem öğrencilerin sosyal uyumu sağlamasına yardımcı olmada hem de akademik başarılarına olumlu katkılar sağlayabilir.

Anahtar Kelimeler

• akademik başarı
• birinci sınıf öğrencileri
• öğrenme tercihleri
• sosyal uyum

Examining The Relationship Between Social Adaptation, The Learning Style Preferences and Academic Achievement Among College Freshmen Students

Öz

This study aimed to examine the relationship between social adaptation, learning style preferences and academic achievement in university freshmen. The study was carried out with the participation of 520 first year university students determined by cross-sectional and easy sampling method. The scale of College Students Social Adaptation and Barsch-Learning Preferences Inventory were used for data collection. Descriptive and analytical statistical analyzes were used to determine social adaptation, learning style preferences and academic achievement. The findings showed that the primary learning style preference of first-year students was visual (n=168, 32.3%). In addition, visual learning styles were significantly associated with interpersonal adaptability, while visual and kinesthetic learning styles were significantly associated with choice congruence. In another finding, it was found that while the mean score of interpersonal and self-care adjustment of female students was significantly higher than that of males, the average scores of physical and mental symptoms of males were higher than female students. As a result, different and effective teaching strategies that educators will use can contribute positively to both helping students achieve social adaptation and academic success.

Anahtar Kelimeler

• academic achievement
• freshmen
• learning preferences
• social adaptation

Kaynakça

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