This research aims to examine the opinions of Turkish higher education students who receive distance education compulsorily due to the COVID-19 pandemic about the distance education learning environments. The data were collected through Distance Education Learning Environments Scale-Turkish Version (DELES-TR) from 3,025 students in 75 different departments at 66 Turkish universities. The study is designed within descriptive survey method. The data were analyzed using independent t-test and oneway ANOVA tests. The results showed that students were indecisive about the distance education learning environments in general and its two sub-dimensions namely "Personal Relevance and Authentic Learning" and "Student Interaction and Collaboration" while they partially agreed on "Active learning and Student Autonomy" and "Instructor Support". The results also showed that student opinions about Student Interaction and Collaboration differed significantly in favor of those who received distance education in online learning environments. Students reported that they would prefer online learning environments if they were given the opportunity to choose between in-person and online education, and their opinions differed significantly in favor of those who had access to the distance education via a laptop computer. Further results are discussed within the related literature and several recommendations are made accordingly.
Self-control and self-management, academic motivation and academic self-efficacy are among several variables that affect academic achievement. Although they are widely studied in literature, there is lack of study that deals with them together in one study. This study investigates the relations between self-control and self-management, academic motivation and academic self-efficacy levels of university students. A group of 588 students at a state university in Turkey participated in the study. The data were collected through ‘Academic Motivation Scale’, ‘Academic Self-Efficacy Scale’, ‘Self-Control and Self-Management Scale’ and a Personal Profile Form that was prepared by the researcher. In line with the purpose of the research, a structural equation model regarding the predictive power of Academic Self-Efficacy level on Academic Motivation and Self-Control and Self-Management levels, and the predictive power of Academic Motivation level on Self-Control and Self-Management level was set. According to the results of the research, it is clear that academic self-efficacy is a significant predictor of both academic motivation and self-control and self-management of university students but academic motivation does not predict self-control and self-management. The research results were discussed within the literature and several recommendations were made in accordance with them.
ÖzBu çalışmanın amacı, sınıf eğitimi ve sosyal bilgiler eğitimi anabilim dallarında öğrenim gören öğretmen adaylarının olumsuz değerlendirilme korkularının çeşitli değişkenlere göre incelenmesidir. Araştırma verileri, 2014Araştırma verileri, -2015
Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning tendencies and teacher self-efficacy levels of social studies teacher candidates in terms of different variables and to determine the relationship between social studies teacher candidates’ lifelong learning tendencies and teacher self-efficacy levels. The study group of the research consists of 307 social studies teacher candidates studying at the education faculty of a public university in the 2016–2017 academic years. The data collection tools used in the research, which was designed in relational survey model, are “Lifelong Learning Tendency Scale” developed by Diker Coşkun (2009), “Teachers’ Sense of Efficacy Scale” adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and a Personal Information Form prepared by the researchers. The data of the study are analysed using SPSS 24 statistical software. As a result of the research, it is found that the lifelong learning tendency levels of the social studies teacher candidates are high and their teacher self-efficacy levels are very high. Lifelong learning tendencies and teacher self-efficacy levels of teacher candidates show statistically significant differences in terms of grade level, and taking education for personal and professional development. It is concluded that teacher self-efficacy levels of teacher candidates are a significant predictor of their lifelong learning tendencies.
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