Öğretmen Adaylarinin Öz-Yeterli̇k Algilari

Kavrayici, Ceyhun; Bayrak, Coşkun

doi:10.14520/adyusbd.70805

Cited by 11 publications

(10 citation statements)

References 28 publications

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“…Similarly, there are also studies indicating that men have higher academic self-efficacy levels than women (Durdukoca, 2010;Vurucu, 2010). However, there are also studies in the literature that did not find significant differences between male and female students (Doğaner, 2017;Kavrayıcı & Bayrak, 2016;Kılıç & Öncü, 2014;Özsüer, 2011;Uysal, 2013;Ünlü & Kalemoğlu, 2011;Yaşartürk et al, 2018). This shows that the studies in the literature show different results and that the female students in our sample group had higher self-confidence in their courses or academic studies, and it can be concluded that women, in the social conditions they live in, are more effective than males in learning and in applying their acquisitions in real life in terms of the social dimension.…”

Section: Discussionmentioning

confidence: 98%

Analysis of the Relationship Between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students

Yaşartürk

2019

JETS

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The aim of this study is to analyze the academic self-efficacy and leisure satisfaction levels of university students according to some variables and to determine the relationship between them. 1053 (642 male and 411 female) students from the Physical Education and Sports College of Bartın University participated in the study. A personal information form prepared by the researchers, the "Academic Self-Efficacy Scale" (ASES) developed by Owen & Froman (1988) and adapted to Turkish by Ekici (2012) and the "Leisure Satisfaction Scale (LSS)" developed by Beard & Ragheb (1980) and adapted to Turkish by Gökçe & Orhan (2011) were used as data collection tools. Descriptive statistical methods, the t-Test, ANOVA and Pearson Correlation tests were used in the analysis of the data. In the findings of the study, it was found that there was a significant difference between the "Social status", "Cognitive Practices", "Technical Skills" and LSS "Social" subscales in terms of the "gender" variable (p˂0.05), and the result was in favor of the female students. In the correlation test results, it was found that there was a significant relationship in the ASES subscale "Technical Skills" in terms of the "age" variable (p<0.05), and the ability to perform technical skills increased as age increased. In addition, a significant relation was found between the LSS "social" subscale and the "Family Income" variable (p<0.05). Consequently, no significant relationship was found between ASES and LSS subscales, while a significant relation was found between the age and family income variables. The reason for this can be considered that as the ages of university students increase, their orientation towards technical skills and their academic development is affected. In addition, it can be considered as the income level of university students increase, their activities such as socialization and participation in social activities are affected in a positive way and that consequently they get satisfaction.

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Section: Discussionmentioning

confidence: 98%

Analysis of the Relationship Between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students

Yaşartürk

2019

JETS

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“…Motivasyonun, eğitim başarısını belirlemede kritik faktörlerden biri olduğu ifade edilmekte (Ryan ve Deci, 2000) hatta öğrencilerin öğrenmesinde, öğretmenlerin motivasyonunun mesleki Yaz/Summer(2019) -Cilt/Volume:18 -Sayı/Issue:71 (0000000) yeterliliklerinden daha etkili bir değişken olduğunu yapılan bir araştırma ortaya koymaktadır (Atkinson, 2000).…”

Section: Introductionunclassified

Öğretmenleri̇n Sosyal Medya Bağimliliği, Öğretmenli̇k Öz-Yeterli̇li̇kleri̇ Ve Moti̇vasyonlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Döş¹,

Özşahin²

2019

Elektronik Sosyal Bilimler Dergisi

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Bu çalışmanın amacı, öğretmenlerin sosyal medya bağımlılıkları, motivasyon ve öz-yeterlikleri arasındaki ilişkiyi incelemektir. Çalışma 2017-2018 Eğitim-Öğretim yılında Adıyaman ili Besni ilçe merkezinde resmi eğitim kurumlarında görev yapmakta olan 289 öğretmenle gerçekleştirilmiştir. Verilerin analizinde t-Test, ANOVA, Pearson Korelasyonu testleri kullanıldı. Araştırma sonucunda; i) öğretmenlerin sosyal medya bağımlığı ile öz-yeterlik puanları arasında negatif ve düşük düzeyde, ii) sosyal medya bağımlılığı ile motivasyon puanları arasında yine negatif ve düşük düzeyde ve iii) öz-yeterlik puanları ile motivasyon puanları arasında pozitif ve orta düzeyde ilişki olduğu tespit edilmiştir.

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“…Thus, it could be stated that the department variable does not influence academic self-efficacy belief. There are studies the results of which overlap with this study (Çubukçu & Girmen, 2007;Demir, 2013;Elkatmış, Demirbaş & Ertugrul, 2013;Eroğlu, Yıldırım & Şahan, 2017;Güven & Baltaoğlu,2017;Kavrayıcı & Bayrak, 2016;Oğuz, 2009;Saracaloğlu, Yenice & Özden, 2013;Uysal & Kösemen, 2013). Eroğlu, Yıldırım and Şahan (2017) found in their study that there was no significant difference between the self-efficacy levels of students studying in the Faculty of Physical Education in terms of department variable.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 46%

“…Bu durumda bölüm değişkeninin akademik öz yeterlik algısı üzerinde etkili olmadığı söylenebilir. Bu araştırma bulgusu ile paralellik gösteren araştırmalar (Çubukçu & Girmen, 2007;Demir, 2013;Elkatmış, Demirbaş & Ertuğrul, 2013;Eroğlu, Yıldırım & Şahan, 2017;Güven & Baltaoğlu,2017;Kavrayıcı & Bayrak, 2016;Oğuz, 2009;Saracaloğlu, Yenice & Özden, 2013;Uysal & Kösemen, 2013) bulunmaktadır. Eroğlu, Yıldırım ve Şahan (2017), araştırmalarında spor bilimleri fakültesi öğrencilerinin akademik öz yeterlik düzeylerinin bölüm değişkenine göre istatistiksel olarak anlamlı bir farklılık göstermediğini tespit etmişlerdir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A Study on preservice teachers’ academic self-efficacy

Saraçoğlu

2018

ijocis

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The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.

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Öğretmen Adaylarinin Öz-Yeterli̇k Algilari

Abstract: Öz

Cited by 11 publications

References 28 publications

Analysis of the Relationship Between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students

Analysis of the Relationship Between the Academic Self-Efficacy and Leisure Satisfaction Levels of University Students

Öğretmenleri̇n Sosyal Medya Bağimliliği, Öğretmenli̇k Öz-Yeterli̇li̇kleri̇ Ve Moti̇vasyonlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

A Study on preservice teachers’ academic self-efficacy

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