This study was carried out with screening model, one of the quantitative research methods, with the aim of investigating the sports science undergraduate students’ epistemological beliefs about learning and determining their learning styles. Through simple random sampling method, 512 undergraduate students studying at Faculties of Sports Science, Schools of Physical Education and Sports, and Sports Teaching departments in Faculty of Educations were determined as the participants of the study. “Epistemological Belief Scale Towards Learning” (EBSTL) adapted in Turkish by Kutluca, Soysal, and Radmard (2018) was used to gather data for students’ epistemological beliefs for learning, and “Kolb Learning Styles Inventory” (KLSI) adapted in Turkish by Aşkar and Akkoyunlu (1993) was used to determine the learning styles of students. Independent Samples T-test, One-Way ANOVA, and Chi-Square Test were used to analyse the data. The findings showed that gender, age, grade level, department, branch of sports, academic performance level, graduated high school affected significantly the sport science students’ epistemological beliefs for learning. “diverging” learning style was determined as the most preferred learning style of sports science students. The other preferred learning styles were determined respectively, “assimilating”, “accommodating”, and “converging”. While gender, grade level, sport branch, and graduated high school didn’t affect significantly the learning styles of sports science students, age, department, and academic performance level affected significantly their learning styles.
Sports science, student, epistemological beliefs for learning, learning styles