Survey of the relationship between learning styles and social skills of 4. grade students: BİLFEN schools

This study was conducted to determine the relation between learning styles and social behaviour. For the research ELSA learning styles scale and School Social Behaviour scale were used. The research carried out on the fourth grade students in Bilfen Schools through 2012-2013. The sample group consists of 201 students; 95 of them are girls, 106 of them are boys. At the end of the research, it is determined that according to the gender factor, the sub-dimensions of ELSA learning styles statistically differ in terms of the sub-dimensions of light, heat, configuration, authority, auditory, evening, reactional/reflecting. It is determined that according to the gender factor, the sub-dimensions of School Social Behaviour Scale statistically differ in terms of the sub-dimensions of the interpersonal relations, self-control, academic skills, social skills, offensiveness /nervousness, antisocial/aggressive, destructive/demanding, negative behaviours. At the end of the research according to the learning styles of the arithmetic average, the sub-dimensions of School Social Behaviour Scale are found statistically significant with the sub-dimension of; heat factor with the sub-dimensions of interpersonal relationship, social skills, offensiveness/ nervousness, destructive/demanding ; motivation factor with the sub-dimensions of self-control, academic skills, social skills; resolution factor with the sub-dimensions of self-control, offensiveness/nervousness, antisocial/ aggressive, negative behaviours; solitary factor with the sub-dimensions of interpersonal relations, social skills; pair work factor with the sub-dimensions of interpersonal relations, academic skills, social skills, antisocial / aggressive; variety factor with the sub-dimensions of self-control, academic skills, social skills; evening factor with the sub-dimensions of self-control, offensiveness/nervousness, antisocial/ aggressive, destructive/demanding, negative behaviours; mobility factor with the sub-dimension of self-control; reflecting/ reactional factors with the sub-dimensions of self-control, academic skills, social skills, antisocial/ aggressive factors.