Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Aşkın Baydar

doi:10.26466/opus.837349

TR EN

Sınıf Öğretmeni Adaylarının Duygusal Zekâları ve Akademik Öz Yeterlikleri Arasındaki İlişkiler

Öz

Bu çalışmada eğitim fakültesi sınıf eğitimi öğretmen adaylarının duygusal zekâ düzeyleri ile akademik öz yeterlikleri arasındaki ilişki incelenmiştir. 43 kadın, 17 erkek, toplam 60 öğretmen adayının katıldığı araştırma ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak Duygusal Zekâ ve Akademik Öz Yeterlik ölçekleri kullanılmıştır. Duygusal Zekâ ölçeği, Hyuneung Lee ve Yungjung Kwak tarafından geliştirilen ve Şehri Nur Kayıhan ve Serhat Arslan tarafından Türkçe’ye uyarlanan, 20 maddeden oluşan, likert tipi bir ölçektir. Duygusal farkındalık, duygusal kolaylaştırma ve duygusal düzenleme alt boyutlarından oluşmaktadır. Akademik Öz Yeterli Ölçeği ise Steven Owen ve Robin Froman tarafından geliştirilen ve Gülay Ekici tarafından Türkçe’ye uyarlanan 33 maddeden oluşan likert tipi ölçektir. Sosyal statü, bilişsel uygulamalar ve teknik beceriler olmak üzere üç alt boyuttan oluşmaktadır. Araştırmanın sonucunda cinsiyet değişkenine göre duygusal zekâ ve akademik öz yeterlik toplam ve alt boyutları arasında anlamlı farklılıklar meydana gelmemiştir. Duygusal zekâ toplam puanlarının, akademik öz yeterlik toplam puanlarını olumlu ve anlamlı yönde etkilediği anlaşılmıştır. Alt boyutlardan duygusal farkındalık, akademik öz yeterliği anlamlı düzeyde yordamaktadır.

Anahtar Kelimeler

Duygusal zeka , akademik öz yeterlik , sınıf eğitimi , öğretmen eğitimi

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Abstract

In this study, the association between emotional intelligence levels and academic self-efficacy was investigated for preservice primary teachers in the education faculty. A total of 60 preservice teachers, 43 women and 17 men, participated in this research which used the relational screening model. As data collection measures, the Emotional Intelligence and Academic Self-Efficacy scales were used. The Emotional Intelligence Scale is a 20-item, Likert-type scale developed by Hyuneung Lee and Yungjung Kwak and adapted to Turkish by Şehri Nur Kayıhan and Serhat Arslan. It comprises the subdimensions of emotional recognition, emotional facilitation and emotional regulation. The College Academic Self-Efficacy Scale is a Likert-type scale with 33 items developed by Owen and Robin Froman and adapted to Turkish by Gülay Ekici. It consists of three subdimensions of social status, cognitive applications and technical skills. The results of the research show that there were no differences in emotional intelligence and academic self-efficacy total points and subdimensions according to the gender variable. Emotional intelligence total points were understood to positively and significantly affect academic self-efficacy total points. The subdimension of emotional recognition predicted academic self-efficacy at significant levels.

Keywords

Emotional intelligence , academic self-efficacy , primary education , teacher education

References

Bandura, A. (1997). Self-efficacy: The exercise of control. Stanford University, CA: W.H. Freeman.
Belanger, F., Lewis, T., Kasper, G. M., Smith, W. J., and Harrington, K. V. (2007). Are computing students different? An analysis of coping strategies and emotional intelligence. IEEE Transactions on Education, 50(3), 188-196.
Catalina, C. C., Stanescu, D. F., and Mohorea, L. (2012). Academic self-efficacy, emotional intelligence and academic achievement of Romanian students. Results from an exploratory study. Journal of Educational Sciences and Psychology, 2(1), 41-51.
Çelik, R., Orçan, F., and Altun, F. (2020). Investigating the relationship between life satisfaction and academic self-efficacy on college students' organizational identification. International Journal of Psychology and Educational Studies, 7(1), 76-85.
Eakman, A. M., Kinney, A. R., Schierl, M. L., and Henry, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005-1026.
Ekici, G. (2012). Academic self-efficacy scale: the study of adaptation to Turkish, validity and reliability. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi-Hacettepe University Journal of Education, (43), 174-185.
Gharetepeh, A., Safari, Y., Pashaei, T., Razaei, M., and Kajbaf, M. B. (2015). Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences. Journal of Advances in Medical Education & Professionalism, 3(2), 50-55.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
Gibson, S., and Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Hoigaard, R., Kovac, V. B., Overby, N. C., and Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Pscyhology Quarterly, 30(1), 64-74. doi:10.1037/spq0000056

Ibrahim, N. K., Algethmi, W. A., Binshihon, S. M., Almahyawi, R. A., Alahmadi, R. F., and Baabdullah, M. Y. (2017). Predictors and correlations of emotional intelligence among medical students at King Abdulaziz University, Jeddah. Pakistan Journal of Medical Sciences, 33(5), 1080-1085.
Kang, Y. H., and Oh, E. J. (2015). Relationship among Emotional Intelligence, Academic Self-efficacy and Career Decision Level in High School Girls. Journal of the Korea Academia-Industrial cooperation Society, 16(8), 5152-5159.
Kayıhan, Ş. N., and Arslan, S. (2016). Duygusal Zeka Ölçeği: Bir Ölçek Uyarlama Çalışması. FSM İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, (7), 137-145.
Lane, J., Lane, A. M., and Kyprianou, A. (2004). Self-efficacy, self esteem, and their impact on academic performance. Social Behavior and Personality: An International Journal, 32(3), 247-256. doi:10.2224/sbp.2004.32.3.247
Lee, H., and Kwak, Y. (2012). Development and initial validation of a trait emotional intelligence scale for Korean adults. Asia Pacific Education Review, 13(2), 209-217.
Manzar-Abbas, S., Khurshid, M. A., and Rizvi, S. A. A. (2018). Exploring differences among mentors’ and mentees’ self-efficacy beliefs at primary level education in China. New Horizons, 12(1), 23-40.
Mayer, J. D., Caruso, D. R., and Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
Mayer, J. D., Salovey, P., and Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517. https://doi.org/10.1037/0003-066x.63.6.503
Nasir, M., and Iqbal, S. (2019). Academic self efficacy as a predictor of academic achievement of students in pre service teacher training programs. Bulletin of Education and Research, 41(1), 33-42.
Owen, S. V., and Froman, R. D. (1988). Development of a college academic self-efficacy scale. Paper presented at the annual meeting of the national council on measurement in education. New Orleans. LA.
Pehlevan, Z., Mustu, E., and Çepikkurt, F. (2017). Examination of occupational anxiety levels and academic self-efficacy of physical education teacher candidates. Universal Journal of Educational Research, 5(11), 1926-1939.
Saeed, W., and Ahmad, R. (2020). Association of demographic characteristics, emotional intelligence and academic self-efficacy among undergraduate students. Journal of Pakistan Medical Association, 70(3), 457-460.
Sert, M. and Traş, Z. (2017). Ergenlerin Duygusal Zekâ Düzeyleri İle Öz-Yeterlik Algıları Arasındaki İlişkinin İncelenmesi. Manas Sosyal Araştırmalar Dergisi, 8(1), 1205-1220.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Schunk, D. H., and Pajares, F. (2002). The development of academic self-efficacy. In Development of achievement motivation (pp. 15-31). Academic Press.
Şenel, E., and Tamer, K. (2018). Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi. Journal of Human Sciences, 15(3), 1717-1726.
Taşdemir, C. (2019). An investigation of academic self-efficacy perceptions of primary mathematics teacher candidates. Higher Education Studies, 9(2), 72-80.
Titrek, O., Çetin, C., Kaymak, E., and Kaşıkçı, M. M. (2018). Academic motivation and academic self-efficacy of prospective teachers. Journal of Education and Training Studies, 6(11a), 77-87.
Türkekul, K., and Sarıkabak, M. (2019). Beden Eğitimi ve Spor Öğretmeni Adaylarinin duygusal zeka düzeyleri ve akademik öz yeterlikleri arasındaki ilişkinin incelenmesi. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 5(1), 52-69.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Aşkın Baydar ^*
0000-0002-5795-8282
Türkiye

Publication Date

April 30, 2021

Submission Date

December 8, 2020

Acceptance Date

January 6, 2021

Published in Issue

Year 2021 Volume: 17 Number: 36

DOI

https://doi.org/10.26466/opus.837349

IZ

https://izlik.org/JA76ZX67TJ

APA

Baydar, A. (2021). Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers. OPUS International Journal of Society Researches, 17(36), 2370-2382. https://doi.org/10.26466/opus.837349

Sınıf Öğretmeni Adaylarının Duygusal Zekâları ve Akademik Öz Yeterlikleri Arasındaki İlişkiler

Öz

Anahtar Kelimeler

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite