The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, SocioEconomic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.
This study aims to search the effect of flipped classroom on students’ learning a new grammar structure and theirattitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in fivedifferent preparatory classes at a black sea region university’s foreign languages school in the fall term of 2015-2016academic year. The design of the study was ‘non-equivalent control group design’ which is one ofquasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flippedclassroom model was applied in the experimental group while traditional instruction was applied in the control group.At the end of the study, it was concluded that flipped classroom had medium effect on students’ academicachievements and attitudes comparing to traditional instruction.
The purpose of this study was to investigate a predictive power of prospective teachers' self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were "Prospective Teachers' Self-Efficacy Sources Scale", "Teaching Self-Efficacy Scale" and "Attitude Scale of Teaching Profession". Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers' teaching selfefficacy and attitudes towards teaching profession.
This study aims to determine the effect of self-regulated jigsaw IV upon university students' learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students' academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies.
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