Assessing Locus of Control by Gender and Learning Styles in Pre-service Early Childhood Education Students

Abstract This study aims to assess locus of control orientations and learning styles in pre-service early childhood teachers. To collect data, Rotter's Locus of Control Scale and Kolb's Learning Style Inventory were administered to 110 early childhood pre-service teachers. Data analysis indicated that locus of control scores were not significantly differed either by gender or class level. Diverging learning style is the most common learning style in this sample of students. As a result of the examination of the effects of gender and learning style on locus of control orientations, the main effect of gender and combined effect of gender and learning style were found as statistically meaningful. On the other hand, the main effect of learning style on locus of control orientation was not significant