The effect of learning style and self regulation skill level on goals for success

The aim of this study is to examine the relationships between university students' learning style and self-regulation skills and their achievement goal orientations, as well as how the achievement goal tendencies differ in terms of variables such as gender, perception of academic success, parental education status, and socioeconomic level. The study group of the research consists of 300 volunteer university students who continue their education in higher education institutions in Turkey. Data have been collected through social media over the online form. Research data have been collected with Demographic Information Form, Maggie Mcvay Lynch Learning Style Scale, Oz Arrangement Scale and 22 Achievement Tendency Scales. The analysis of the data collected for analysis in the research has been made using the SPSS 24.0 package program. The findings have been evaluated at the 95% confidence interval and the 05 significance level. After determining whether the data has a normal distribution, demographic data have been analyzed. Independent groups t-test, one-way analysis of variance (anova) has been applied. As a result of the analyses, the Post-hoc Test has been performed in order to find the group has caused the difference. Post-Hoc tests have been used according to the homogeneity of variances and sample sizes. Correlation analysis has been used to determine whether there is a relationship between learning style and achievement tendencies, and between self-regulation and achievement orientations. The effect of learning style and self-regulation skills on success tendency was determined by regression analysis. While there is significant difference in the sub-dimensions of gender, academic achievement, father's educational status and socioeconomic level, among the demographic variables examined, there is no difference according to class level and mother's education status. When the relationships between learning style and achievement tendencies were examined, it have been examined has been found that as the learning approach and learning avoidance success orientation increased, visual, auditory and kinesthetic learning styles increased. As the performance approach success orientation have increased, auditory and kinesthetic learning style antigs are seen, and as performance acquisition success orientation increases, visual, auditory and kinesthetic learning style antigs are seen. For example, when it is looked at the relationships between regulation and achievement tendencies; As the learning approach and achievement tendencies increases, self-reinforcement and self-monitoring skills increase, while self-evaluation skills decrease. As the learning-avoidance-achievement tendency increases, the self-reinforcement skill increases, while the self-monitoring skill decreases. As performance approach and performance avoidance achievement tendency increases, self-monitoring skills decrease, while self-evaluation skills increase. According to the results of multiple regression analysis to determine the predictive level of university students' learning styles and self-regulation skills on their achievement orientations (learning approach, learning avoidance, the fact that performance approach and performance avoidance), independent variables explains 34% of the variance in the learning approach success orientation and 21% of the variance in the learning avoidance achievement orientation. is seen. According to the other results, has been found that the independent variables have explained 12% of the variance in the performance approach success tendency, which is a dependent variable, and 20% of the variance in the performance avoidance success tendency. As a result, it has been understood that there is a relationship between learning style, self-regulation and success management, and that learning style and self-regulation predict achievement tendencies. Keywords: Learning Style, Self Regulation, Achievement Tendencies.