Pre-service science teachers‘ self-efficacy in relation to personality traits and academic self-regulation

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2011

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Şenler, Burcu

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The aim of this study was to examine the relationships among pre-service science teachers’ personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers’ self-efficacy and academic self-regulation, and pre-service science teachers’ academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Subject Keywords

Science, Early childhood education., Science teachers

URI

http://etd.lib.metu.edu.tr/upload/12613270/index.pdf
https://hdl.handle.net/11511/21184

Collections

Graduate School of Social Sciences, Thesis

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Citation Formats

B. Şenler, “Pre-service science teachers‘ self-efficacy in relation to personality traits and academic self-regulation,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.