Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Akademik Öz-Yeterlik ve Üstbilişsel Farkındalıklarının İncelenmesi

Abstract

Bu araştırmanın temel amacı Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmen adaylarının akademik öz-yeterlikleri ile üstbilişsel farkındalıkları arasındaki ilişkiyi incelemektir. İlişkisel tarama modeliyle yürütülen araştırmanın örneklemini dokuz farklı üniversitenin İlahiyat ya da İslami İlimler Fakültelerinde 2022-2023 yıllarında öğrenim görmekte olan öğrenciler arasından basit tesadüfi örneklem yoluyla seçilen 744 öğrenci oluşturmaktadır. Veri toplama aracı olarak Owen & Froman (1988) tarafından geliştirilen ve Ekici (2012) tarafından Türkçeye uyarlanan Akademik Öz-yeterlik Ölçeği ve Durdukoca & Arıbaş (2019) tarafından geliştirilen Üstbilişsel Farkındalık Ölçeği ile kişisel bilgi formu kullanılmıştır. Araştırma sonucunda katılımcıların Akademik Öz-yeterlik Ölçeği ortalamasının 2,82; Üstbilişsel Farkındalık Ölçeği ortalamasının ise 3,46 olduğu görülmüştür. Akademik Öz-yeterlik Ölçeği genel puanında erkeklerin ortalaması kadınların ortalamasından daha yüksek olduğu, buna karşın Üstbilişsel Farkındalık Ölçeği genel ortalamaları arasında cinsiyet bazında anlamlı bir farklılaşma olmadığı bulgulanmamıştır. Akademik öz-yeterlik ölçeği ile Üstbilişsel farkındalık ölçeği genel puanları arasında orta düzeyli pozitif bir ilişki olduğu belirlenmiştir. Yine her iki ölçeğin alt boyutları arasında da belirgin anlamlı ilişkiler tespit edilmiştir. Üstbilişsel farkındalığın akademik öz-yeterliği yordama gücünü belirmek amacıyla yapılan Regresyon analizi sonucuna göre Üstbilişsel farkındalıklar hem genel düzeyde hem de Kişisel farkındalık, Organizasyonel farkındalık ve Yargısal farkındalık faktörleri bağlamında akademik öz-yeterliği istatistiksel olarak anlamlı bir şekilde yordamaktadır.

Keywords

• Din Eğitimi
• Din kültürü ve ahlak bilgisi öğretmenliği
• akademik öz-yeterlik
• üstbilişsel farkındalık

An Investigation of Religious Culture and Moral Knowledge Teacher Candidates’ Academic Self-Efficacy and Metacognitive Awareness

Abstract

The main purpose of this study is to examine the relationship between the academic self-efficacy and metacognitive awareness of pre-service Religious Culture and Moral Knowledge (RCMK) teachers. The sample of the study, which was conducted with the relational survey model, consisted of 744 students who were selected by simple random sampling among the students studying at the Faculties of Theology or Islamic Sciences of nine different universities in 2022-2023. The Academic Self-Efficacy Scale developed by Owen & Froman (1988) and adapted into Turkish by Ekici (2012) and the Metacognitive Awareness Scale developed by Durdukoca & Arıbaş (2019) and a personal information form were used as data collection tools. As a result of the study, it was seen that the mean of the participants’ Academic Self-Efficacy Scale was 2.82 and the mean of the Metacognitive Awareness Scale was 3.46. In the general score of the Academic Self-Efficacy Scale, the average of males was higher than the average of females, whereas there was no significant difference between the general averages of the Metacognitive Awareness Scale on the basis of gender. It was determined that there was a moderate positive relationship between the general scores of the Academic Self-Efficacy Scale and the Metacognitive Awareness Scale. Significant significant relationships were also found between the sub-dimensions of both scales. According to the results of the regression analysis conducted to determine the predictive power of metacognitive awareness on academic self-efficacy, metacognitive awareness predicts academic self-efficacy in a statistically significant way both at the general level and in the context of Personal awareness, Organizational awareness and Judgmental awareness factors.

Keywords

• Religious Education
• Religious culture and Moral Knowledge teaching
• Academic self-efficacy
• Metacognitive awareness

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