Research Article
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Investigation of Academic Success, Psychological Flexibility and Self-efficacy in Teacher Candidates

Year 2024, Volume: 7 Issue: 1, 14 - 23, 11.06.2024
https://doi.org/10.35207/later.1292374

Abstract

In this study, it was aimed to examine the predictive role of
psychological flexibility and self-efficacy variables on academic success
in teacher candidates studying at education faculties of different
universities in Türkiye. The research was based on the correlational
study. The research group consisted of 398 teacher candidates (167
male, 42%; 231 female, 58%) studying at the education faculties of
different universities in Türkiye in the 2022-2023 academic year.
Psychological Flexibility Scale, General Self-Efficacy Scale, and
Personal Information Form were used as data collection tools in the
research. In this research, data were collected via Google Form online
method. As a result of the examination of the data obtained in the
research, it was determined that the data were suitable for multiple
linear regression analysis (stepwise). As a result of the research, the
psychological flexibility variable significantly predicted academic
achievement in the first place. In the second place, it was determined
that the self-efficacy variable predicted significantly.

Project Number

YOK

References

  • Aypay, A. (2010). The adaptation study of general self-efficacy (GSE) scale to Turkish. İnönü University Journal of the Faculty of Education, 11(2), 113-132.
  • Ateş, B. (2016). Psychological well-being and social competence as a predictor of academic success of university students. Electronic Journal of Social Sciences, 15(59), 1203-1214. https://doi.org/10.17755/esosder.263225
  • Ateş, B. ve Sağar, M. E. (2021a). The predictive role of teacher candidates’ life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59- 70. https://doi.org/10.32568/jfce.1032814
  • Ateş, B., & Sağar, M. E. (2021b). Cognitive flexibility, emotion regulation skills and resilience as predictors of self-efficacy in university students. İstanbul Aydın University Journal of Social Sciences, 13(3), 679-695.
  • Ateş, B., & Sağar, M. E. (2022a). Resilience, cognitive flexibility and self-efficacy as predictors of academic success in psychological counsellor candidates. Erzincan University Journal of Education Faculty, 24(1), 1-9. https://doi.org/10.17556/erziefd.894637
  • Ateş, B., & Sağar, M. E. (2022b). The predictive role of psychological flexibility, self-efficacy and communication skills on life satisfaction in teacher candidates. Cumhuriyet International Journal of Education, 11(1), 219-227. https://doi.org/10.30703/cije.1007362
  • Bakırcıoğlu, R. (2012). Dictionary of education and psychology. Anı Publishing.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8(3), 231-255. https://doi.org/10.1007/BF01172995
  • Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman And Company.
  • Basith, A., Syahputra, A., & Ichwanto, M. A. (2020). Academic self-efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia (JPI), 9(1), 163-170. http://dx.doi.org/10.23887/jpiundiksha.v9i1.24403
  • Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. E. (2014). Factors related to academic success among nursing students: A descriptive correlational research study. Nurse Education Today, 34(6), 918-923. https://doi.org/10.1016/j.nedt.2013.12.005
  • Bond, F. W., & Flaxman, P. E. (2006). The ability of psychological flexibility and job control to predict learning, job performance, and mental health. Journal of Organizational Behavior Management, 26(1-2), 113-130. https://doi.org/10.1300/J075v26n01_05
  • Bond, F. W., Hayes, S. C. and Barnes-Holmes, D. (2006). Psychological flexibility, ACT, and organizational behavior. Journal of Organizational Behavior Management, 26(1-2), 25-54. https://doi.org/10.1300/J075v26n01_02
  • Bond, F. W., Lloyd, J., & Guenole, N. (2013). The work‐related acceptance and action questionnaire: Initial psychometric findings and their implications for measuring psychological flexibility in specific contexts. Journal of Occupational and Organizational Psychology, 86(3), 331-347. https://doi.org/10.1111/joop.12001
  • Bouih, A., Nadif, B., & Benattabou, D. (2021). Assessing the effect of general self-efficacy on academic achievement using path analysis: A preliminary study. Journal of English Language Teaching and Applied Linguistics, 3(4), 18-24. https://doi.org/10.32996/jeltal.2021.3.4.3
  • Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33(3), 518–525. https://doi.org/10.1037/0012-1649.33.3.518
  • Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate~, 7(1), 39-47.
  • Goulão, M.F. (2014). The relationship between self-efficacy and academic achievement in adults’ learners. Athens Journal of Education, 1(3), 237-246. https://doi.org/10.30958/aje.1-3-4
  • Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19. https://doi.org/10.1016/j.jsp.2006.09.002
  • Harris, R. (2007). Acceptance and commitment therapy (ACT) introductory workshop handout. Psych Med.
  • Harris, R. (2009). ACT made simple: an easy-to-read primer on acceptance and commitment therapy. New Harbinger Publication, 9(13), 26-30.
  • Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665. https://doi.org/10.1016/S0005-7894(04)80013-3
  • Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A. and Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1-25. https://doi.org/10.1016/j.brat.2005.06.006
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Karakuş, S., & Akbay, S. E. (2020). Psychological flexibility scale: Adaptation, validity and reliability study. Mersin University Journal of the Faculty of Education, 16(1), 32-43. https://doi.org/10.17860/mersinefd.665406
  • Karasar, N. (2016). Scientific research method. Nobel Academic Publishing.
  • Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. https://doi.org/10.1016/j.cpr.2010.03.001
  • Khan, S., Hafeez, A., & Saeed, M. (2012). The impact of problem solving skill of heads’ on students’ academic achievement. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 316-312.
  • Luoma, J. B., Hayes, S. C., & Walser, R. D. (2010). Learning ACT: An acceptance ve commitment therapy skills-training manual for therapists. New Harbinger Publications, 60, 549-552.
  • Lucas, J. J., & Moore, K. A. (2020). Psychological flexibility: positive implications for mental health and life satisfaction. Health Promotion International, 35(2), 312-320. https://doi.org/10.1093/heapro/daz036
  • Macakova, V., & Wood, C. (2022). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259-269. https://doi.org/10.1080/03075079.2020.1739017
  • Marshall, E. J., & Brockman, R. N. (2016). The relationships between psychological flexibility, self- compassion, and emotional well-being. Journal of Cognitive Psychotherapy, 30(1), 60-72. https://doi.org/10.1891/0889-8391.30.1.60
  • Mendes, A. L., Canavarro, M. C., & Ferreira, C. (2022). The roles of self-compassion and psychological flexibility in the psychological well-being of adolescent girls. Current Psychology, 1-10. https://doi.org/10.1007/s12144-021-02438-4
  • Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. Altaib, & Souri, H. (2011). The relationship between selfefficacy and academic achievement in high school students. Procedia - Social and Behavioral Sciences, 15, 765-768. https://doi.org/10.1016/j.sbspro.2011.03.180
  • Novotny, J. S., & Kremenkova, L. (2016). The relationship between resilience and academic performance at youth placed at risk. Ceskoslovenska Psychologie, 60(6), 553- 566
  • Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit in domains of school success in students of primary and secondary school. Frontiers in Psychology, 8(1716), 1-9. https://doi.org/10.3389/fpsyg.2017.01716
  • Sağar, M. E. (2022a). Psychological flexibility and problem solving skills as predictors of social media addiction in adults. Mehmet Akif Ersoy University Journal of Social Sciences Institute, (35), 179-192. https://doi.org/10.20875/makusobed.1080674
  • Sağar, M. E. (2022b). Child psychology, mental health and basic concepts. B. ATEŞ (Ed.). Child Psychology (ss.1-14). Vizetek Publications.
  • Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 1-5. https://doi.org/10.7439/ijasr.v4i1.4584
  • Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences, 4(1), 241-246.
  • Yarin, A. J., Encalada, I. A., Elias, J. W., Surichaqui, A. A., Sulca, R. E., & Pozo, F. (2022). Relationship between motivation and academic performance in peruvian undergraduate students in the subject mathematics. Education Research International, 1-11. https://doi.org/10.1155/2022/3667076
Year 2024, Volume: 7 Issue: 1, 14 - 23, 11.06.2024
https://doi.org/10.35207/later.1292374

Abstract

Project Number

YOK

References

  • Aypay, A. (2010). The adaptation study of general self-efficacy (GSE) scale to Turkish. İnönü University Journal of the Faculty of Education, 11(2), 113-132.
  • Ateş, B. (2016). Psychological well-being and social competence as a predictor of academic success of university students. Electronic Journal of Social Sciences, 15(59), 1203-1214. https://doi.org/10.17755/esosder.263225
  • Ateş, B. ve Sağar, M. E. (2021a). The predictive role of teacher candidates’ life satisfaction and communication skills on academic success. Journal of Family, Counseling and Education, 6(2), 59- 70. https://doi.org/10.32568/jfce.1032814
  • Ateş, B., & Sağar, M. E. (2021b). Cognitive flexibility, emotion regulation skills and resilience as predictors of self-efficacy in university students. İstanbul Aydın University Journal of Social Sciences, 13(3), 679-695.
  • Ateş, B., & Sağar, M. E. (2022a). Resilience, cognitive flexibility and self-efficacy as predictors of academic success in psychological counsellor candidates. Erzincan University Journal of Education Faculty, 24(1), 1-9. https://doi.org/10.17556/erziefd.894637
  • Ateş, B., & Sağar, M. E. (2022b). The predictive role of psychological flexibility, self-efficacy and communication skills on life satisfaction in teacher candidates. Cumhuriyet International Journal of Education, 11(1), 219-227. https://doi.org/10.30703/cije.1007362
  • Bakırcıoğlu, R. (2012). Dictionary of education and psychology. Anı Publishing.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8(3), 231-255. https://doi.org/10.1007/BF01172995
  • Bandura. A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman And Company.
  • Basith, A., Syahputra, A., & Ichwanto, M. A. (2020). Academic self-efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia (JPI), 9(1), 163-170. http://dx.doi.org/10.23887/jpiundiksha.v9i1.24403
  • Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. E. (2014). Factors related to academic success among nursing students: A descriptive correlational research study. Nurse Education Today, 34(6), 918-923. https://doi.org/10.1016/j.nedt.2013.12.005
  • Bond, F. W., & Flaxman, P. E. (2006). The ability of psychological flexibility and job control to predict learning, job performance, and mental health. Journal of Organizational Behavior Management, 26(1-2), 113-130. https://doi.org/10.1300/J075v26n01_05
  • Bond, F. W., Hayes, S. C. and Barnes-Holmes, D. (2006). Psychological flexibility, ACT, and organizational behavior. Journal of Organizational Behavior Management, 26(1-2), 25-54. https://doi.org/10.1300/J075v26n01_02
  • Bond, F. W., Lloyd, J., & Guenole, N. (2013). The work‐related acceptance and action questionnaire: Initial psychometric findings and their implications for measuring psychological flexibility in specific contexts. Journal of Occupational and Organizational Psychology, 86(3), 331-347. https://doi.org/10.1111/joop.12001
  • Bouih, A., Nadif, B., & Benattabou, D. (2021). Assessing the effect of general self-efficacy on academic achievement using path analysis: A preliminary study. Journal of English Language Teaching and Applied Linguistics, 3(4), 18-24. https://doi.org/10.32996/jeltal.2021.3.4.3
  • Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33(3), 518–525. https://doi.org/10.1037/0012-1649.33.3.518
  • Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate~, 7(1), 39-47.
  • Goulão, M.F. (2014). The relationship between self-efficacy and academic achievement in adults’ learners. Athens Journal of Education, 1(3), 237-246. https://doi.org/10.30958/aje.1-3-4
  • Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19. https://doi.org/10.1016/j.jsp.2006.09.002
  • Harris, R. (2007). Acceptance and commitment therapy (ACT) introductory workshop handout. Psych Med.
  • Harris, R. (2009). ACT made simple: an easy-to-read primer on acceptance and commitment therapy. New Harbinger Publication, 9(13), 26-30.
  • Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior Therapy, 35, 639-665. https://doi.org/10.1016/S0005-7894(04)80013-3
  • Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A. and Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1-25. https://doi.org/10.1016/j.brat.2005.06.006
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Karakuş, S., & Akbay, S. E. (2020). Psychological flexibility scale: Adaptation, validity and reliability study. Mersin University Journal of the Faculty of Education, 16(1), 32-43. https://doi.org/10.17860/mersinefd.665406
  • Karasar, N. (2016). Scientific research method. Nobel Academic Publishing.
  • Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865–878. https://doi.org/10.1016/j.cpr.2010.03.001
  • Khan, S., Hafeez, A., & Saeed, M. (2012). The impact of problem solving skill of heads’ on students’ academic achievement. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 316-312.
  • Luoma, J. B., Hayes, S. C., & Walser, R. D. (2010). Learning ACT: An acceptance ve commitment therapy skills-training manual for therapists. New Harbinger Publications, 60, 549-552.
  • Lucas, J. J., & Moore, K. A. (2020). Psychological flexibility: positive implications for mental health and life satisfaction. Health Promotion International, 35(2), 312-320. https://doi.org/10.1093/heapro/daz036
  • Macakova, V., & Wood, C. (2022). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259-269. https://doi.org/10.1080/03075079.2020.1739017
  • Marshall, E. J., & Brockman, R. N. (2016). The relationships between psychological flexibility, self- compassion, and emotional well-being. Journal of Cognitive Psychotherapy, 30(1), 60-72. https://doi.org/10.1891/0889-8391.30.1.60
  • Mendes, A. L., Canavarro, M. C., & Ferreira, C. (2022). The roles of self-compassion and psychological flexibility in the psychological well-being of adolescent girls. Current Psychology, 1-10. https://doi.org/10.1007/s12144-021-02438-4
  • Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. Altaib, & Souri, H. (2011). The relationship between selfefficacy and academic achievement in high school students. Procedia - Social and Behavioral Sciences, 15, 765-768. https://doi.org/10.1016/j.sbspro.2011.03.180
  • Novotny, J. S., & Kremenkova, L. (2016). The relationship between resilience and academic performance at youth placed at risk. Ceskoslovenska Psychologie, 60(6), 553- 566
  • Oriol, X., Miranda, R., Oyanedel, J. C., & Torres, J. (2017). The role of self-control and grit in domains of school success in students of primary and secondary school. Frontiers in Psychology, 8(1716), 1-9. https://doi.org/10.3389/fpsyg.2017.01716
  • Sağar, M. E. (2022a). Psychological flexibility and problem solving skills as predictors of social media addiction in adults. Mehmet Akif Ersoy University Journal of Social Sciences Institute, (35), 179-192. https://doi.org/10.20875/makusobed.1080674
  • Sağar, M. E. (2022b). Child psychology, mental health and basic concepts. B. ATEŞ (Ed.). Child Psychology (ss.1-14). Vizetek Publications.
  • Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 1-5. https://doi.org/10.7439/ijasr.v4i1.4584
  • Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences, 4(1), 241-246.
  • Yarin, A. J., Encalada, I. A., Elias, J. W., Surichaqui, A. A., Sulca, R. E., & Pozo, F. (2022). Relationship between motivation and academic performance in peruvian undergraduate students in the subject mathematics. Education Research International, 1-11. https://doi.org/10.1155/2022/3667076
There are 43 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Bünyamin Ateş 0000-0003-4090-1922

Mehmet Enes Sağar 0000-0003-0941-5301

Project Number YOK
Publication Date June 11, 2024
Acceptance Date August 7, 2023
Published in Issue Year 2024 Volume: 7 Issue: 1

Cite

APA Ateş, B., & Sağar, M. E. (2024). Investigation of Academic Success, Psychological Flexibility and Self-efficacy in Teacher Candidates. Language Teaching and Educational Research, 7(1), 14-23. https://doi.org/10.35207/later.1292374