Öz-düzenleyici Öğrenme Stratejileri, Epistemolojik İnançlar ve Akademik Benlik Kavramı ile Matematik Başarısı Arasındaki İlişki

Sürmeli, Zeynep Dursun; Ünver, Gülsen

doi:10.16949/turkbilmat.298393

Cited by 14 publications

(5 citation statements)

References 30 publications

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“…Pre-service teachers' belief that learning depends on effort is higher than other beliefs. These findings are similar to other research conducted with pre-service teachers regarding epistemological beliefs (Biçer, Er & Özel, 2013, Kürşad, 2015Kanadlı & Akbaş, 2015;Kaya & Ekici, 2015;Erdamar & Alphan 2015;Yenice, 2015;Tezci, Erdener & Satıcı, 2016;İra & Geçer, 2017;Aslan, 2017;Dursun Sürmeli & Ünver, 2017). Likewise, similar results were revealed in research conducted by Karaman and Bakaç (2018) with teachers.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

“…(Hofer, 2001). Although it is known that the epistemological beliefs are related to the philosophy of education (Biçer, Er & Özel, 2013, Kürşad, 2015Kanadlı & Akbaş, 2015;Kaya & Ekici, 2015;Erdamar & Alphan 2015;Yenice, 2015;Tezci, Erdener & Satıcı, 2016;İra & Geçer, 2017;Aslan, 2017;Dursun Sürmeli & Ünver, 2017, Terzi & Uyangör, 2017, and that there is a relationship between the philosophy of education and the curriculum design approach (Baş, 2015;Kozikoğlu & Uygun, 2018;Aslan, 2018;Baş & Sentürk, 2019), it is understood taking a glance at the relevant literature that the relationships of all of these three variables have not yet been studied .…”

Section: Introductionmentioning

confidence: 99%

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Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of preservice teachers. For this purpose, pre-service teachers' educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problemoriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = -.029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Börekci¹,

Uyangör

2021

Participatory Educational Research

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“…Baş (2014) found that language learning strategies alone predicted 25% of academic achievement in English whereas Saracaloğlu and Varol (2007) found that academic self-concept and attitudes towards foreign languages together predicted 82% of academic achievement and that academic self-concept on its own predicted 44% of academic achievement. As to research in other areas, Stringer and Heath (2008) found that academic self-concept predicted 25% of the variance in academic achievement, Dursun et al (2017) found that academic self-concept predicted 10% of academic achievement, Şimşek (2012) found that academic self-concept and score received from university entrance exam together predicted 44% of achievement in mathematics, Nazlıçiçek (2007) found that previous achievement in mathematics and academic self-concept together predicted achievement in mathematics directly and significantly, and Awad (2007) concluded that academic self significantly predicted overall academic achievement.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 95%

“…The fact that the two concepts are so close to each other has also reflections in the literature. Accordingly, it is argued in the literature that academic achievement and academic self-concept are correlated (Akyüz, 2019;Dickhäuser, 2005;Guay, et al, 2003;Işmar & Şehitoğlu, 2021;Koç, 2011;Korkmaz & Kaptan, 2002;Marsh & Craven, 2006;Piyancı, 2007;Valentine & Dubois, 2005), that academic self-concept influences students' academic achievement in positive ways (Cantekin, 2020), that academic self-concept is a predictive of academic achievement (Awad, 2007;Dursun-Sürmeli & Ünver, 2017;Karasakaloğlu & Saracaloğlu, 2009;Stringer & Heath, 2008;Şimşek, 2012) and that academic self-concept is a predictive of achievement in foreign language learning (Saracaloğlu & Varol, 2007).…”

Section: Introductionmentioning

confidence: 99%

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

2023

PERR

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Language learning strategies Academic self-concept English language learning Academic success PredictionThis study aims to identify the factors influential in academic achievement in learning English. The study was conducted with the participation of 522 students who were the ninth, tenth and eleventh graders in an Anatolian High school located in Ankara city centre. The research data were collected with the Turkish version of personal and academic self-concept inventory (PASCI-Fleming & Whalen, 1984) and of strategy inventory for language learning (SILL-Oxford, 1990) (Cesur & Fer, 2007). The data were then analysed through bivariate correlation coefficient and multiple linear regression analysis. As a result, significant correlations were found between academic achievement in English and all sub-factors of learning strategies and of academic self-concept (p<.01). It was found that all the variables analysed (gender as male students, grade 11 as class variable, language learning strategies, academic self) predicted 42% of the variance in academic achievement in English. In the study, it was found that cognitive, compensatory and metacognitive strategies which are language learning strategies positively predicted English academic achievement while affective strategies predicted negatively. In the academic self-dimension of the study, it was found that academic ability and family acceptance positively predicted academic success in English while physical appearance and social anxiety predicted negatively.

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“…A review of the national and international literature shows that many demographic variables such as teacher attitudes, the budget allocated to education, educational level of parents, and physical conditions of schools, and more importantly the gross national products of countries, significantly predict the academic achievement of students. The affective characteristics of students can be considered as important variables that predict student achievement (Dursun-Sürmeli and Ünver, 2017). Previous studies have demonstrated the relationship between self-efficacy beliefs and student achievement (Ader, 2004;Pajares and Graham, 1999;Schunk, 1990;Zimmerman, Bandura, and Martinez-Pons, 1992), the effect of motivation and affective characteristics on academic achievement (Mcleod, 1992;Richardson and Suinn, 1972), and the ability of Bloom's affective entry characteristics (interest, attitude, and academic self-concept) to explain 25% of variability in achievement (Senemoğlu, 2010).…”

Section: Objective and Significance Of The Studymentioning

confidence: 99%

A Comparative Analysis of the Effect of Students Affective Characteristics on Their Science Performance between Countries Based on PISA 2015 Data

Batı¹,

Yetişir²,

Güneş³

2019

HUJE

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Based on the results of the Programme for International Student Assessment (PISA) 2015, this study aimed to determine the extent to which affective characteristics such as epistemic beliefs, motivation and selfefficacy predicted students' performance in science and whether this differed between countries that exhibited different levels of achievement. In accordance with the purpose of the study, two countries were randomly selected from each of the three achievement levels defined by PISA (above average, average, and below average) and all the students that took the test from the selected countries were included in the analysis. A simple linear regression analysis was performed using the IDB Analyzer program, which facilitated the analysis of the layered data collected in this study. According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.

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Öz-düzenleyici Öğrenme Stratejileri, Epistemolojik İnançlar ve Akademik Benlik Kavramı ile Matematik Başarısı Arasındaki İlişki

Cited by 14 publications

References 30 publications

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

Predictive Roles of Language Learning Strategies, Academic Self-concept, Gender and Grade Level in English Language Learning Achievement

A Comparative Analysis of the Effect of Students Affective Characteristics on Their Science Performance between Countries Based on PISA 2015 Data

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