Social Learning Styles as Predictors of Career Preferences and Academic Achievement Among Pharmacy Students
American Journal of Pharmaceutical Education, cilt.90, sa.10, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 90 Sayı: 10
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.ajpe.2026.102049
- Dergi Adı: American Journal of Pharmaceutical Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Agricultural & Environmental Science Database, EMBASE, MEDLINE, Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Health Research Premium Collection (ProQuest), Pharma Collection (ProQuest)
- Anahtar Kelimeler: Academic achievement, Career preferences, Learning styles, Pharmacy education, Social learning
- Ankara Üniversitesi Adresli: Evet
Özet
Objective To examine the associations between social learning styles, career preferences, and academic achievement among pharmacy students. Methods This cross-sectional study included 458 Turkish pharmacy students. Social learning styles were assessed using the Grasha-Riechmann Student Learning Styles Scale, which measures independent, dependent, participant, avoidant, collaborative, and competitive dimensions. Academic achievement and career preferences were analyzed using nonparametric tests with bootstrap confidence intervals for effect sizes. Results Avoidant learning tendencies showed a medium-strength negative association with academic achievement, while participant style demonstrated a small-to-moderate positive association. Students aspiring to academic careers exhibited higher independent and participant scores alongside markedly lower avoidant tendencies compared with their peers pursuing community, hospital and public sector, or industry roles. Gender differences in learning styles were present, but small in magnitude. Conclusion Social-interaction learning styles are meaningfully related to academic performance and career orientation in pharmacy education. Avoidant tendencies may serve as academic risk markers, while participant and independent orientations are aligned with academic-career aspirations. These findings suggest value in incorporating learning-style-informed approaches into student support and career guidance.