Abstract
This correction note is based on the article titled "The Relationship Between Pre-service Teachers' Learning Styles and Academic Achievement" published in the second issue of the Asian Education Journal 2014 Vol. 2 between the pages 60 and 68. This note is written since I accidentally forgot to add the footnote that it was produced from my doctoral thesis titled " A structural Equation Modeling of Personality, Metacognition and Academic Achievement and Differences of Learning Styles for Achievement", which I prepared under the supervision of Prof. Dr. Ali Güler at Bolu Abant İzzet Baysal University, Institute of Educational Sciences in 2011. This correction text has been prepared in order to fill the missing information in the article. In addition, the related article was published as a single author due to my thesis advisor waiving his right of authorship.
- Sapancı, A. “Öğretmen adaylarının öğrenme stilleri ile akademik başarıları arasındaki ilişki” Asya Öğretim Dergisi, 2 (2): 60-68, 2014.
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Sapancı A. Düzeltme (Erratum). Asian Journal of Instruction. 2021;9(2), 97-97.
APA 6th edition
In-text citation: (Sapancı, 2021)
Reference: Sapancı, A. (2021). Düzeltme (Erratum). Asian Journal of Instruction, 9(2), 97-97.
Chicago
In-text citation: (Sapancı, 2021)
Reference: Sapancı, Ahmet. "Düzeltme (Erratum)". Asian Journal of Instruction 2021 9 no. 2 (2021): 97-97.
Harvard
In-text citation: (Sapancı, 2021)
Reference: Sapancı, A. (2021). Düzeltme (Erratum). Asian Journal of Instruction, 9(2), pp. 97-97.
MLA
In-text citation: (Sapancı, 2021)
Reference: Sapancı, Ahmet "Düzeltme (Erratum)". Asian Journal of Instruction, vol. 9, no. 2, 2021, pp. 97-97.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Sapancı A. Düzeltme (Erratum). Asian Journal of Instruction. 2021;9(2):97.