SUCCESS OR FAILURE AS PARTICULARITIES OF ACADEMIC LEARNING IN INITIAL TRAINING EDUCATION

One of the most researched areas in education is that of locus of control, linked to learning, as well as to motivation for development through education (Mehmet A. Karaman Joshua C. Watson, 2017) and to perceived stress (Cyril J. Sadowski si Blackwell, 1985), among other variables. Our study focuses on the relation between these allocations, internal or external, in connection to learning particularities (the learning styles based on Felder and Silverman’s revised and improved model, 1987) and the results obtained in the first year of undergraduate studies during ITE. For the purpose of this research, we used questionnaires on locus of control in student life and on learning styles, and the results of specific exam tasks; the study was conducted on almost 80 first year students attending initial teacher training programmes for preschool and primary school- bachelor degree programme. Previous similar research was done by Barzegar, Majid (2011), Ramazan Hamdi , Farzad Pourheidari and Nematulla Moradi (2015), Figen Akça1 (2013) or Scherpbier, van der Vleuten, Rethans and van der Steeg (2012). The results of our research lead to the identification of a clear pattern of differences in use of learning processes internal and external allocations, although these seem to be minimal. Additional information resulted from the study, which related the success in completing exam tasks to the task type. We believe that a longitudinal and more complex study on educational tasks could bring more insights into the problematic.