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Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation
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Date
2013-01-01
Author
Senler, Burcu
Sungur, Semra
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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
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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.