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 Uluda? University Faculty of Education. Research data were collected
with the Locus of Control Scale (Da?, 1991), the Determining Learning Strategies Scale (Güven 2008), and the
Kolb Learning Style Inventory (A?kar & 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.

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