%0 Journal Article
	%A Deniz Deryakulu and  Şener Büyüköztürk Hüseyin Özçınar
	%D 2009
	%J International Journal of Information and Communication Engineering
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 34, 2009
	%T Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles
	%U https://publications.waset.org/pdf/6852
	%V 34
	%X The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.

	%P 1951 - 1957