Los estilos de aprendizaje y el locus de controlen estudiantes que inician estudios superiores y su vinculación con el rendimiento académico

the changes in learning styles in students starting higher education studies are the result of adjustments made to achieve academic success. the control locus would appear to be connected to these styles. therefore the research focused its objective in determining the relationship between learning styles, control locus and academic performance. in order to verify the related variations and its effects a group of students starting higher education studies at the usb, at university initiation cycle (ciu) were selected. the learning styles questionnaire chaea), the levenson scale on control locus and the numeric and verbal skill tests were applied. the conclusions were that, after a period of academic studies the learning styles change in order to adapt to the student？s learning needs, and that those that are field independent adjust to the structures that work better for them, while those who tend to depend on the environment develop a structure that adaptss to the changes and associate themselves or not to the continuance in a learning style.