Abstract:

Students’ efforts to understand what they read in their learning process, their preferred learning approaches, their learning motivations, their confidence and beliefs in themselves, whether they have the right strategies or not, the highest cognitive reading awareness influence their success performance. 2016-2017 Education-Teaching Year, the research carried out in the spring period, was carried out at a state university in Ankara, with teachers candidates studying in different departments of the educational faculty. The research data, the scale of the course study approaches and the scale of the top-cognitive reading strategies are collected using the personal information form together. With Kruskal Wallis and Bonferroni corrected Mann Whitney tests, Pearson Correlation Test and Spearman Correlation Test were performed. Research finds that the majority of teachers candidates are women candidates. The student’s academic success is at a good level. There is no difference between the students in terms of using strategies according to the departments. The student's deep learning approach and the use of analytical strategies are high in the score order average. Those who have very good academic success have profound motivation, profound strategy and profound approach scores high. Women use more pragmatic strategies than men. Also, the average score of pragmatic strategies of those who are very good in academic success is also high. There is no connection between analytical and pragmatic strategies and superficial strategy. But there is a positive middle relationship between analytical strategies and profound motivation, profound approach. On the other hand, there is a positive middle relationship between pragmatic strategies and deep motivation, deep strategy and deep approach.