American journal of pharmaceutical education · 2026
Social Learning Styles as Predictors of Career Preferences and Academic Achievement Among Pharmacy Students.
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Mansuroğlu Elif, Özçelikay Gülbin
Аннотация
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.
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.