TY - JFULL AU - Deniz Deryakulu and 艦ener B眉y眉k枚zt眉rk H眉seyin 脰z莽谋nar PY - 2009/11/ TI - Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles T2 - International Journal of Information and Communication Engineering SP - 1950 EP - 1957 VL - 3 SN - 1307-6892 UR - https://publications.waset.org/pdf/6852 PU - World Academy of Science, Engineering and Technology NX - Open Science Index 34, 2009 N2 - 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. ER -