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Examination of Pre-Service Teachers’ Research Self-Efficacy According to Different Variables and Determination of Predictors

Year 2018, Volume: 1 Issue: 2, 137 - 147, 01.08.2018

Abstract

This study aims to examine whether self-efficacy perceptions of pre-service teachers differ according to specific characteristics they have and to determine predictors of their perceptions of research self-efficacy. In this context, whether mean scores of pre-service teachers’ research self-efficacy differ according to their taking the courses of scientific research methods and statistics, their taking the course of scientific research methods and participating in a scientific activity related to their field, and lastly their taking the course of scientific research methods and being actively involved in a project were examined. Besides, whether the variables of research anxiety, control beliefs, intrinsic goal orientation, extrinsic goal orientation, task value, test anxiety, the belief that learning depends on effort, the belief that learning depends on ability, and the belief that there is only one truth are significant predictors of research self-efficacy were tested. The research was conducted within the scope of associational model. Data were collected from 810 pre-service teachers having initial teacher training at Ankara University. However, two-way ANOVA test was carried out with the data of 574 participants, and multiple linear regression (stepwise) analysis was carried out with the data of 261 participants who took the course of scientific research methods during undergraduate education. Analysis results reveal that interaction effects of taking the course of scientific research methods and participating in a scientific activity related to their field on average scores of research self-efficacy are not significant. On the other hand, the interaction effects of taking the course of scientific research methods and being actively involved in a project are significant; however, it was determined that its effect size is near zero. In addition, it was found that the variables of control beliefs, the belief that learning depends on effort, the belief that learning depends on ability and the belief that there is only one truth do not significantly predict research selfefficacy of pre-service teachers. On the other hand, it was found that task value, research anxiety, extrinsic goal orientation, intrinsic goal orientation, and test anxiety significantly predict research self-efficacy

References

  • Arslantaş, H.A. (2015). Epistemological beliefs and academic achievement. Journal of Education and Training Studies, 4(1), 215-220. DOI:10.11114/jets.v4i1.1107
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. DOI: 10.1016/0146-6402(78)90002-4
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122– 147. DOI: 10.1037/0003-066X.37.2.122
  • Bard, C.C., Bieschke, K.J., Herbert, J.T., & Eberz, A.B. (2000). Predicting research interest among rehabilitation counseling students and faculty. Rehabilitation Counseling Bulletin, 44(1), 48- 55. DOI:10.1177/ 003435520004400107
  • Bell, P.D. (2006). Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous web-based courses?. Perspectives in Health Information Management, 3(7), 1-17. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2047299
  • Bieschke, K.J. (2006) Research self-efficacy beliefs and research outcome expectations: implications for developing scientifically minded psychologists. Journal of Career Assessment, 14(1), 77- 91. DOI: 10.1177/1069072705281366
  • Bieschke, K.J., Bishop, R.M., & Garcia, V.L. (1996). The utility of the search self-efficacy scale. Journal of Career Assessment, 4(1), 59-75. DOI: 10.1177/106907279600400104
  • Bishop, R.M., & Bieschke, K.J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology. 45(2), 182-188. DOI: 10.1037/0022-0167.45.2.182
  • Buehl, M.M., & Alexander, P.A. (2001). Beliefs about academic knowledge. Educational Psychological Review, 13(4), 385-418. https://link.springer.com/content/pdf/10.1023%2FA%3A10119179147 56.pdf
  • Büyüköztürk, Ş. (1997). Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Yönetimi, 3(4), 453- 464. http://dergipark.ulakbim.gov.tr/kuey/article/view/5000050958/5000048190
  • Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239. https://pdfs.semanticscholar.org/aedd/bf1bee84cc34ca4735fd e4dfe66db4d915f7.pdf
  • Büyüköztürk, Ş., Atalay, K., Sozgun, Z., & Kebapçı, Ş. (2011). The development of research self- efficacy scale. Cypriot Journal of Educational Sciences, 1, 22-29. https://www.researchgate.net/publication /267804474_The_development_of_research_self- efficacy_scale
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (11. Baskı). Ankara: Pegem Akademi.
  • Cano, F., & Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167-187. https:// link.springer.com/content/pdf/10.1007%2FBF03173230.pdf
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. (4. Baskı). Ankara: Pegem Akademi.
  • Demir, S. ve Akıncıoğlu, O. (2010). Epistemolojik inançlar ve öğretme öğrenme süreçleri. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32, 75-93. http://dergipark.gov.tr/download/article-file/1681
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, 8, 111-125. https://www.researchgate.net/publication/285660762
  • Deryakulu, D. ve Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 5(18), 57-70. https://www.researchgate.net/profile/Deniz_Deryakulu2/ publication/285660584
  • Forester, M., Kahn, J.H., & Hesson-Mclnnis, M. (2004). Factor structures of three measures of research self-efficacy. Journal of Career Assessment, 12(1), 3-16. DOI: 10.1177/1069072703257719
  • Garcia, T., & Pintrich, P. (1996). Assessing student’s motivation and learning strategies in the classroom context: The motivated strategies for learning questionnaire. In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (319-339). Boston: Kluwer Academic Publishers.
  • Green, K., & Kvidhal, R.F (1990, April). Research methods courses and post-bachelor's education: Effects on teachers' use and opinions. Annual Meeting of the American Educational Research Association, Boston, MA., USA. (ERIC Document Reproduction Service No. ED320881). https://files.eric.ed.gov/ fulltext/ED320881.pdf
  • Kahn, J.H. (2001). Predicting the scholarly activity of counseling psychology students: A refinement and extension. Journal of Counseling Psycholog, 48(3), 344-354. DOI: 10.1037/0022- 0167.48.3.344
  • Kahn, J.H., & Scott, N.A. (1997). Predictors of research productivity and science related career goals among counseling psychology graduate students. The Counseling Psychologist, 25(1), 38-67. DOI: 10.1177/0011000097251005
  • Kart, A. ve Gelbal, S. (2014). Öğretmen adaylarının bilimsel araştırma öz yeterlik algılarının ikili karşılaştırmalı yargılar yöntemiyle belirlenmesi. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(1), 12-23. DOI: 10.21031/epod.21383
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009) Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256, DOI: 10.3200/ JOER.102.4.243-256
  • Kutner, M.H., Nachtsheim, C.J., Neter, J., & Li, W. (2004). Applied linear statistical models. (Fifth Edition). NewYork: McGraw-Hill Irwin.
  • Lei, S.A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), 667-685. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer? vid=0&sid=72c52dff-0b7a-4ca9-b07f- 63f8df70e4d2%40sessionmgr103
  • Milli Eğitim Bakanlığı, (2005). Öğretmenlik mesleği genel yeterlikleri. http://otmg.meb.gov.tr/YetGenel .html
  • Montcalm, D.M. (2008) Applying Bandura's theory of self-efficacy to the teaching of research, Journal of Teaching in Social Work, 19(1-2), 93-107, DOI: 10.1300/J067v19n0108
  • Phillips, J.C., & Russell, R.K. (1994). Research self-efficacy, the research training environment, and research productivity among graduate students in counseling psychology. The Counseling Psychologist, 22(4), 628-641. DOI: 10.1177/0011000094224008
  • Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. DOI: 10.1037//0022-0663.82.1.33
  • Pintrich, P.R., & Smith, D.A.F. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801- 814. DOI: 10.1177/0013164493053003024
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC Document Reproduction Service No. ED338122)
  • Öner, N. ve Le Compte, A. (1983). Durumluk-sürekli kaygı envanteri el kitabı. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13(4), 451-464. DOI: 10.1023/A:1011922015665
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. DOI: 10.1037/0022-0663.82.3.498
  • Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains?. Journal of Educational Psychology, 87(3), 424-432. DOI: 10.1037/0022-0663.87.3.424
  • Tezci, E. ve Uysal, A. (2004). Eğitim teknolojisinin gelişmesine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology, 2(3), 158-164. http://www.tojet.net/articles/ v3i2/3222.pdf
  • Unrau, Y. & Beck, A.R. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-204. DOI: 10.1023/B:IHIE.0000015107.51904.95
  • Yılmaz K. ve Çokluk-Bökeoğlu, Ö. (2008). İlköğretim okulu öğretmenlerinin yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2), 143-167. http://dergiler.ankara.edu.tr/ dergiler/40/837/10588.pdf
  • Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex and gifted ness to self-efficacy and strategy-use. Journal of Educational Psychology, 82(1), 51-59. DOI: 10.1037/0022-0663.82.1.51

Öğretmen Adaylarında Araştırma Özyeterliliğinin Farklı Değişkenler Açısından İncelenmesi ve Yordayıcılarının Belirlenmesi1

Year 2018, Volume: 1 Issue: 2, 137 - 147, 01.08.2018

Abstract

Bu araştırmada öğretmen adaylarının araştırma özyeterliliğine ilişkin algılarının sahip oldukları belirli özelliklere göre farklılaşıp farklılaşmadığının ve araştırma özyeterlilik algılarının yordayıcılarının belirlenmesi amaçlanmıştır. Bu çerçevede öğretmen adaylarının araştırma özyeterliliği puan ortalamalarının bilimsel araştırma yöntemleri ve istatistik derslerini alma durumuna, bilimsel araştırma yöntemleri dersi alma ve alanıyla ilgili bilimsel bir etkinliğe katılma durumuna ve son olarak bilimsel araştırma yöntemleri dersi alma ve bir projede aktif görev alma durumuna göre farklılaşıp farklılaşmadığı test edilmiştir. Ayrıca araştırmaya yönelik kaygısı, kontrol inancı, içsel hedef düzenleme, dışsal hedef düzenleme, görev değeri, sınav kaygısı, öğrenmenin çabaya bağlı olduğuna inanç, öğrenmenin yeteneğe bağlı olduğuna inanç ve tek bir doğrunun var olduğuna inanç değişkenlerinin araştırma özyeterliliğinin manidar birer yordayıcısı olup olmadığı test edilmiştir. Araştırma ilişkisel model bağlamında gerçekleştirilmiştir. Veriler Ankara Üniversitesinde pedagojik formasyon eğitimi alan toplam 810 öğretmen adayından toplanmış, ancak iki faktörlü varyans analizi testleri 574 katılımcının ve çoklu doğrusal regresyon analizi (aşamalı) ise lisans eğitiminde bilimsel araştırma yöntemleri dersi alan 261 katılımcının verileri üzerinden yapılmıştır. Analiz sonuçları, bilimsel araştırma yöntemleri dersini alma ile istatistik dersi alma ve bilimsel bir etkinliğe katılma durumu değişkenlerinin araştırma özyeterliliği puanları üzerindeki ortak etkilerinin manidar olmadığı, buna karşılık bir araştırma projesinde aktif görev alma durumuyla olan ortak etkisinin manidar olduğu, ancak etki büyüklüğünün sıfıra yakın olduğu tespit edilmiştir. Diğer taraftan, öğretmen adaylarının kontrol inancı, öğrenmenin çabaya bağlı olduğuna inanç, öğrenmenin yeteneğe bağlı olduğuna inanç ve tek bir doğrunun var olduğuna inanç değişkenlerinin araştırma özyeterliliği değişkenini manidar bir biçimde yordamadığı, ancak görev değeri, araştırmaya yönelik kaygı, dışsal hedef düzenleme, içsel hedef düzenleme ve sınav kaygısı değişkenlerinin araştırma özyeterliliği değişkenini manidar bir biçimde yordadığı belirlenmiştir

References

  • Arslantaş, H.A. (2015). Epistemological beliefs and academic achievement. Journal of Education and Training Studies, 4(1), 215-220. DOI:10.11114/jets.v4i1.1107
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. DOI: 10.1016/0146-6402(78)90002-4
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122– 147. DOI: 10.1037/0003-066X.37.2.122
  • Bard, C.C., Bieschke, K.J., Herbert, J.T., & Eberz, A.B. (2000). Predicting research interest among rehabilitation counseling students and faculty. Rehabilitation Counseling Bulletin, 44(1), 48- 55. DOI:10.1177/ 003435520004400107
  • Bell, P.D. (2006). Can factors related to self-regulated learning and epistemological beliefs predict learning achievement in undergraduate asynchronous web-based courses?. Perspectives in Health Information Management, 3(7), 1-17. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2047299
  • Bieschke, K.J. (2006) Research self-efficacy beliefs and research outcome expectations: implications for developing scientifically minded psychologists. Journal of Career Assessment, 14(1), 77- 91. DOI: 10.1177/1069072705281366
  • Bieschke, K.J., Bishop, R.M., & Garcia, V.L. (1996). The utility of the search self-efficacy scale. Journal of Career Assessment, 4(1), 59-75. DOI: 10.1177/106907279600400104
  • Bishop, R.M., & Bieschke, K.J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology. 45(2), 182-188. DOI: 10.1037/0022-0167.45.2.182
  • Buehl, M.M., & Alexander, P.A. (2001). Beliefs about academic knowledge. Educational Psychological Review, 13(4), 385-418. https://link.springer.com/content/pdf/10.1023%2FA%3A10119179147 56.pdf
  • Büyüköztürk, Ş. (1997). Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Yönetimi, 3(4), 453- 464. http://dergipark.ulakbim.gov.tr/kuey/article/view/5000050958/5000048190
  • Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239. https://pdfs.semanticscholar.org/aedd/bf1bee84cc34ca4735fd e4dfe66db4d915f7.pdf
  • Büyüköztürk, Ş., Atalay, K., Sozgun, Z., & Kebapçı, Ş. (2011). The development of research self- efficacy scale. Cypriot Journal of Educational Sciences, 1, 22-29. https://www.researchgate.net/publication /267804474_The_development_of_research_self- efficacy_scale
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. (11. Baskı). Ankara: Pegem Akademi.
  • Cano, F., & Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167-187. https:// link.springer.com/content/pdf/10.1007%2FBF03173230.pdf
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. (4. Baskı). Ankara: Pegem Akademi.
  • Demir, S. ve Akıncıoğlu, O. (2010). Epistemolojik inançlar ve öğretme öğrenme süreçleri. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32, 75-93. http://dergipark.gov.tr/download/article-file/1681
  • Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, 8, 111-125. https://www.researchgate.net/publication/285660762
  • Deryakulu, D. ve Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 5(18), 57-70. https://www.researchgate.net/profile/Deniz_Deryakulu2/ publication/285660584
  • Forester, M., Kahn, J.H., & Hesson-Mclnnis, M. (2004). Factor structures of three measures of research self-efficacy. Journal of Career Assessment, 12(1), 3-16. DOI: 10.1177/1069072703257719
  • Garcia, T., & Pintrich, P. (1996). Assessing student’s motivation and learning strategies in the classroom context: The motivated strategies for learning questionnaire. In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (319-339). Boston: Kluwer Academic Publishers.
  • Green, K., & Kvidhal, R.F (1990, April). Research methods courses and post-bachelor's education: Effects on teachers' use and opinions. Annual Meeting of the American Educational Research Association, Boston, MA., USA. (ERIC Document Reproduction Service No. ED320881). https://files.eric.ed.gov/ fulltext/ED320881.pdf
  • Kahn, J.H. (2001). Predicting the scholarly activity of counseling psychology students: A refinement and extension. Journal of Counseling Psycholog, 48(3), 344-354. DOI: 10.1037/0022- 0167.48.3.344
  • Kahn, J.H., & Scott, N.A. (1997). Predictors of research productivity and science related career goals among counseling psychology graduate students. The Counseling Psychologist, 25(1), 38-67. DOI: 10.1177/0011000097251005
  • Kart, A. ve Gelbal, S. (2014). Öğretmen adaylarının bilimsel araştırma öz yeterlik algılarının ikili karşılaştırmalı yargılar yöntemiyle belirlenmesi. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(1), 12-23. DOI: 10.21031/epod.21383
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009) Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256, DOI: 10.3200/ JOER.102.4.243-256
  • Kutner, M.H., Nachtsheim, C.J., Neter, J., & Li, W. (2004). Applied linear statistical models. (Fifth Edition). NewYork: McGraw-Hill Irwin.
  • Lei, S.A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128(4), 667-685. http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer? vid=0&sid=72c52dff-0b7a-4ca9-b07f- 63f8df70e4d2%40sessionmgr103
  • Milli Eğitim Bakanlığı, (2005). Öğretmenlik mesleği genel yeterlikleri. http://otmg.meb.gov.tr/YetGenel .html
  • Montcalm, D.M. (2008) Applying Bandura's theory of self-efficacy to the teaching of research, Journal of Teaching in Social Work, 19(1-2), 93-107, DOI: 10.1300/J067v19n0108
  • Phillips, J.C., & Russell, R.K. (1994). Research self-efficacy, the research training environment, and research productivity among graduate students in counseling psychology. The Counseling Psychologist, 22(4), 628-641. DOI: 10.1177/0011000094224008
  • Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. DOI: 10.1037//0022-0663.82.1.33
  • Pintrich, P.R., & Smith, D.A.F. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801- 814. DOI: 10.1177/0013164493053003024
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. (ERIC Document Reproduction Service No. ED338122)
  • Öner, N. ve Le Compte, A. (1983). Durumluk-sürekli kaygı envanteri el kitabı. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13(4), 451-464. DOI: 10.1023/A:1011922015665
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. DOI: 10.1037/0022-0663.82.3.498
  • Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains?. Journal of Educational Psychology, 87(3), 424-432. DOI: 10.1037/0022-0663.87.3.424
  • Tezci, E. ve Uysal, A. (2004). Eğitim teknolojisinin gelişmesine epistemolojik yaklaşımların etkisi. The Turkish Online Journal of Educational Technology, 2(3), 158-164. http://www.tojet.net/articles/ v3i2/3222.pdf
  • Unrau, Y. & Beck, A.R. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-204. DOI: 10.1023/B:IHIE.0000015107.51904.95
  • Yılmaz K. ve Çokluk-Bökeoğlu, Ö. (2008). İlköğretim okulu öğretmenlerinin yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2), 143-167. http://dergiler.ankara.edu.tr/ dergiler/40/837/10588.pdf
  • Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex and gifted ness to self-efficacy and strategy-use. Journal of Educational Psychology, 82(1), 51-59. DOI: 10.1037/0022-0663.82.1.51
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Güçlü Şekercioğlu This is me

Ömay Çokluk Bökeoğlu

Şener Büyüköztürk

Publication Date August 1, 2018
Published in Issue Year 2018 Volume: 1 Issue: 2

Cite

APA Şekercioğlu, G., Bökeoğlu, Ö. Ç., & Büyüköztürk, Ş. (2018). Öğretmen Adaylarında Araştırma Özyeterliliğinin Farklı Değişkenler Açısından İncelenmesi ve Yordayıcılarının Belirlenmesi1. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 137-147.
An international peer-reviewed journal-EDUCATIONE-Uluslararası hakemli dergi