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

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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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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.