BEDEN EĞİTİMİ ÖĞRETMENİ ADAYLARININ GERÇEK VE TAHMİNİ SINAV NOTLARININ ÖNGÖRÜCÜSÜ OLARAK AKADEMİK ÖZ YETERLİLİK VE SINAV ÖNCESİ KAYGI

Abstract

Bu çalışmanın amacı beden eğitimi öğretmeni adaylarında akademik öz yeterlik, sınav kaygısı, gerçek sınav notu ve tahmini sınav notu arasındaki ilişkiyi incelemektir. Araştırmaya beden eğitimi öğretmeni adayı birinci sınıf 70 kişi dahil edilmiştir. Katılımcılar Eğitim Psikolojisi dersi vize sınavı öncesinde Üniversite Akademik Öz Yeterlik Ölçeği maddelerinin yanısıra sınav kaygısının ölçümü için 10 basamaklı görsel analog skalaya tepki vermişlerdir. Sınav sonrasında katılımcılardan alacakları notu tahmin etmeleri de istenmiştir. Elde edilen verilerin analizinde Pearson korelasyon analizi ve lineer regresyon analizi kullanıldı. Sonuçlar akademik öz yeterlik ve gerçek sınav notu arasında anlamlı bir ilişki bulunmadığını gösterdi. Öte yandan, akademik öz yeterlik ve tahmin edilen sınav notu ile anlamlı derecede ilişkili bulundu. Sınav öncesi kaygı ise sadece gerçek sınav notu ile ilişkiliydi. Akademik öz yeterlik ve sınav öncesi kaygıdan oluşan regresyon modeli gerçek ve tahmin edilen sınav notundaki değişimi anlamlı derecede açıklayabildi. Sonuç olarak, araştırmadan elde edilen bulgular akademik öz yeterliğin gerçek sınav notundan çok tahmin edilen beklenen sınav notuyla ilişkili olduğu yönündeki yargıya destek sağlamıştır. Anahtar Kelimeler: akademik öz yeterlik, sınav kaygısı, akademik başarı

Keywords

• akademik öz yeterlik,sınav kaygısı,akademik başarı

ACADEMIC SELF-EFFICACY AND PRE-EXAM ANXIETY AS THE PREDICTORS OF REAL AND SELF-ESTIMATED EXAM GRADES IN PHYSICAL EDUCATION TEACHER CANDIDATES

Abstract

The present study aimed to explore the relationship between academic self-efficacy, pre-exam anxiety, and real and self-estimated exam grade in physical education teacher candidates. Participants included 70 25 female physical education teacher candidates. Participants responded College Academic Self-Efficacy Scale items and 10 points visual analog scale for the measurement of academic self-efficacy and pre-exam anxiety, respectively. Pearson correlation analyses, as well as linear regression analyses, were conducted to analyze obtained data. Results revealed that academic self-efficacy efficacy was not associated with real exam grade. On the contrary, academic self-efficacy was significantly correlated to self-estimated exam grade. Pre-exam anxiety was significantly associated with real exam grade. Regression model consisting of academic self-efficacy and pre-exam anxiety was able to explain significant amount variance in both real, and self-estimated exam grade. Consequently, results provided evidence for the argument that academic self-efficacy was more strongly associated with self-estimated exam grades than real grades in physical education teacher candidates

Keywords

• academic self-efficacy,pre-exam anxiety,academic success

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