Investigation of the Relationship Between Pre-Service Teachers' Self-Efficacy Perceptions and Self-Regulatory Learning Skills

Abstract

The study aims to examine the views of pre-service teachers regarding their self-efficacy perceptions and self-regulatory learning skills in terms of gender and grade level variables. In this study, relational survey model, one of the quantitative research methods, was used. The population of the study consists of pre-service teachers studying in faculties of education in the spring semester of 2022-2023 academic year. The sample of the study consists of 323 participants studying in the faculties of education of three universities located in the Central Anatolia Region, selected by purposeful sampling method. In the study, “Teacher Self-Efficacy Scale” and “Self-Regulatory Learning Skills Scale” were used. One-way multivariate analysis of variance (MANOVA) and Pearson correlation coefficient were used to analyze the data. In the study, it was found that pre-service teachers' self-efficacy perceptions and self-regulatory learning skills were at a moderate level. In the study, while self-efficacy perceptions and self-regulatory learning skills of pre-service teachers did not show a significant difference in terms of gender, a significant difference was determined according to their grade levels. In the study, a positive relationship was found between pre-service teachers' self-efficacy perceptions and self-regulatory learning skills.

Keywords

• Self-efficacy
• Self-regulatory learning skills
• Pre-service teachers
• Türkiye

Öğretmen Adaylarının Öz Yeterlik Algıları ve Öz Düzenleyici Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

Çalışmanın amacı, öğretmen adaylarının öz yeterlik algılarına ve öz düzenleyici öğrenme becerilerine ilişkin görüşlerinin cinsiyet ve sınıf seviyesi değişkenleri açısından incelenmesidir. Bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini, 2022–2023 akademik yılı bahar döneminde eğitim fakültelerinde öğrenim gören öğretmen adayları oluşturmaktadır. Araştırmanın örneklemini ise amaçlı örnekleme yöntemi ile seçilen İç Anadolu Bölgesi’nde yer alan üç üniversitenin eğitim fakültelerinde öğrenim gören 323 katılımcı oluşturmaktadır. Araştırmada, “Öğretmen Öz yeterlik Ölçeği” ve “Öz düzenleyici Öğrenme Becerileri Ölçeği” kullanılmıştır. Verilerin analizinde tek yönlü çok değişkenli varyans analizi (MANOVA) ve Pearson korelasyon katsayısı kullanılmıştır. Araştırmada öğretmen adaylarının öz yeterlik algılarının ve öz düzenleyici öğrenme becerilerinin orta düzeyde olduğu bulunmuştur. Araştırmada öğretmen adaylarının öz yeterlik algıları ve öz düzenleyici öğrenme becerileri cinsiyet açısından anlamlı bir farklılık göstermezken; sınıf düzeylerine göre anlamlı bir farklılık belirlenmiştir. Araştırmada öğretmen adaylarının öz yeterlik algıları ile öz düzenleyici öğrenme becerileri arasında pozitif bir ilişki bulunmuştur.

Keywords

• Öz-yeterlik
• Öz-düzenleyici öğrenme becerileri
• Öğretmen adayları
• Türkiye

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