Locus of Control, Learning Styles, and Academic Achievement of Saudi Pre-professional Medical Students: A Cross-sectional Study.

OBJECTIVE

The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement.

METHODS

A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics.

RESULTS

Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA.

CONCLUSIONS

The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.