Huseyin Yaratan

Effects of Learning Approaches, Locus of Control, Socio-Economic Status and Self-Efficacy on Academic Achievement: A Turkish Perspective.

In this study the effects of learning approaches, locus of control (LOC), socio-economic status and self-efficacy on undergraduate students in North Cyprus was investigated. Four questionnaires were administered on 99 students in order to collect data regarding the learning approaches, LOC, self-efficacy and demographic factors. High cumulative grade point average and self-efficacy were shown to be an indicator of academic achievement and high self-efficacy was related to the use of deep approach (DA). Students, whose mothers had lower levels of education, were found to also predict academic success. No direct significant relationship between DA and academic achievement was found.

Developing a Scale for Assessing the Required Type of Intelligence Scale for Different Areas of Study

Abstract It is a known fact that in Turkey and in North Cyprus, most of the students register to universities after the University Entrance Examination which comprises a multiple choice test that assesses the quantitative and verbal abilities of the students. The students are placed to a department of a university if they obtain the necessary score. It is a known fact that in order to be successful each area of study requires certain skills or intelligence. There is always a possibility of a mismatch between students’ dominant intelligence/s and the required intelligence/s for different fields of study. The current study aims to develop a Multiple Intelligences Scale which will be administered to academicians in a particular field of study for specifying the intelligence type required for that field of study.