Author(s): Melih D?KMEN, Murat TUNCER, Manolya ??M?EK
The purpose of this study is to examine the relationship between the dominant learning and attitudes towards learning. The research was carried out on 164 students at F?rat University. Kolb Learning Style Inventory by Kolb and and Learning Attitude Scale were used as data collection tools. When the research findings were examined, it was determined that the students had the most assimilating, then segregating, placing and modifying learning styles respectively. When there was a significant difference in opinion among the dominant learning styles according to the gender variable, only the expectation sub-dimension of the attitude towards learning was found to be significantly different in favor of the women. In addition, the attitude towards learning was determined to be significantly different according to age and education faculty variables. As a result, it has been determined that the attitudes towards learning of individuals with a changing learning style are higher than those with other learning styles.