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

One of the most researched areas in education is that of the control linked to learning, as well as to motivation for development through education [11] and to perceived stress [16], 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 [7]) and the results obtained in the first year of undergraduate studies during Initial Training Education (ITE). For the purpose of this research, we used questionnaires on control's place in students' academic life and on their learning styles, and the results of specific exam tasks. Previous similar research was done by Barzegar, Majid [3], Ramazan Hamdi, Farzad Pourheidari and Nematulla Moradi [10], Figen Akca [1] or Scherpbier, van der Vleuten, Rethans and van der Steeg [17]. The results of our research lead to the identification of a clear pattern of differences between learning processes with 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 on this matter.