Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Download

index.pdf

Date

2013-01-01

Author

Senler, Burcu
Sungur, Semra

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

321
views

0
downloads

The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching 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 self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Subject Keywords

Linguistics and Language, General Psychology, Language and Linguistics

URI

https://hdl.handle.net/11511/43015

Journal

SPANISH JOURNAL OF PSYCHOLOGY

DOI

https://doi.org/10.1017/sjp.2013.22

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-service science teachers‘ self-efficacy in relation to personality traits and academic self-regulation Şenler, Burcu; Sungur, Semra; Department of Elementary Education (2011) 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 (8...
Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science Senler, Burcu; Sungur, Semra (Cambridge University Press (CUP), 2009-05-01) The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Anal...
Language learning from the perspective of nonlinear dynamic systems Hohenberger, Annette Edeltraud; Peltzer-Karpf, Annemarie (Walter de Gruyter GmbH, 2009-01-01) This article outlines a nonlinear dynamic systems approach to language learning on the basis of developmental cognitive neuroscience. Language learning, on this view, is a process of experience-dependent shaping and selection of broadly defined domain-general and domain-specific genetic predispositions. The central concept of development is (neuro) cognitive,e growth in terms of self-organization. Linguistic structure-building is synergetic and emergent insofar as the acquisition of a critical mass of eleme...
Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction CAN DAŞKIN, NİLÜFER; Hatipoğlu, Çiler (SAGE Publications, 2019-10-01) In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. ...
An ınvestigation of a complementary feedback model for l2 writing: peer and teacher feedback versus teacher feedback Tokdemir Demirel, Elif; Enginarlar, Hüsnü; Department of English Language Teaching (2009) This study aimed at developing a complementary peer-teacher feedback model, in which students and teachers share the responsibility of providing feedback in a systematic way and testing its effectiveness. The effectiveness of the developed feedback model on improving students’ writing ability was tested in the context of a multiple draft writing course which followed a process approach with 57 preparatory class students at Karadeniz Technical University, Department of English Language and Literature for a p...

Citation Formats

B. Senler and S. Sungur, “Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation,” SPANISH JOURNAL OF PSYCHOLOGY, pp. 0–0, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43015.