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An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation

Yıl 2021, Cilt: 5 Sayı: 1, 146 - 167, 30.06.2021

Öz

The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in the 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables

Kaynakça

  • Ait Maalem Lahcen, R., & Mohapatra, R. (2020). Promoting Proactive Behavior through Motivation: Required Math Lab Hours Case. International Journal of Research in Education and Science (IJRES), 6(1), 110-119.
  • Allen, J., Robbins, S., Casillas, A.& Oh, In-Sue. (2008). Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness. Research in Higher Education. 49. 647-664. 10.1007/s11162-008-9098-3.
  • Asigigan, S. I. & Samur, Y. (2021). The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 332-352.
  • Bailey, J.G. (1999). Academics’ motivation and self-efficacy for teaching and research. Higher Education Research & Development, 18, 343–359.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Worth Publisher.
  • Bandura, A. (2000).Exercise of human agency through collective efficacy. Curr Dir Psychol Sci. 9, 75–78.
  • Bassi, M., Steca, P., Delle Fave, A., Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. J. Youth Adolesc. 36, 301–312.
  • Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656–672.
  • Chemers M. M., Hu L., Garcia B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. J. Educ. Psychol. 93, 55–64.
  • Chen, Su-Yen & Lu, Luo. (2015). The Role of Achievement Motivations and Achievement Goals in Taiwanese College Students’ Cognitive and Psychological Outcomes. Journal of College Student Development. 56. 397-412. 10.1353/csd.2015.0040.
  • Cook, D.A.& Artino, A.R. (2016). Motivation to learn: an overview of contemporary theories. Med Education, 50(10), 997–1014.
  • Doğru, O. (2020). An investigation of pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science (IJRES), 6(4), 629-637.
  • Doménech F. (2013). An instructional model for guiding reflection and research in the classroom: the educational situation quality model. Electron. J. Res. Educ. Psychol. 11, 239–260.
  • Doménech-Betoret F., Gómez-Artiga A., Lloret-Segura S. (2014). Personal variables, motivation and avoidance learning strategies in undergraduate students. Learn. Individ. Differ. 35, 122–129.
  • Eccles, J. S., Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In Lerner, R., Steinberg, L. (Eds.), Handbook of adolescent psychology (3rd ed., pp. 404–434). Hoboken, NJ: Wiley.
  • Epstein, N., & Fischer, M. R. (2017). Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?. PloS one, 12(9), e0184543. https://doi.org/10.1371/journal.pone.0184543,
  • Esther, T. C. & Marjon, F. (2008). Motivation to become a teacher and its relationships with teaching self-efficacy, professional commitment and perceptions of the learning environment. University of Groningen
  • Landleven 1, 9747 AD Groningen, the Netherlands
  • Gasco, J.& Villarroel, J. D. (2014). The motivation of secondary school students in mathematical word problem solving. Electron. J. Res. Educ. Psychol. 12, 83–106.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S.& Yeung, A. S. (2015). Achievement, motivation, and educational choices: a longitudinal study of expectancy and value using a multiplicative perspective. Dev. Psychol. 51, 1163–1176.
  • Gürşimşek, I. (2002). Öğretmen adaylarında öğrenmeye ilişkin motivasyonel inançlar ve strateji kullanımı. Muğla Üniversitesi Sosyal Bilimler Dergisi, 8, 135-155
  • Hall, N. C., Lee, S. Y., & Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PloS one, 14(12),
  • Hammond, C. (1994). Integrating service and academic study: Faculty motivation and satisfaction in Michigan higher education. Michigan Journal of Community Service Learning, 1: 21–28.
  • Handayani, T. R. D. (2016). Teacher Motivation Based on Gender, Tenure and Level of Education. The New Educational Review, 1, 199-207.
  • Hardré, P.L., Beesely, A.D., Miler, R.L,, Pace, T.M. (2011). Faculty motivation to do research: Across disciplines in research-extensive universities. Journal of the Professoriate, 5, 35–69.
  • Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education, 20(1), 76. https://doi.org/10.1186/s12909-020-01995-9
  • Hemmings, B.C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research. pp. 1–17. (Google Scholar)
  • Hemmings, B.C., Kay, R., Sharp, J., Taylor, C. (2012). A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education. 36: 291–307.
  • Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich, F. Preckel, & R. D.
  • Roberts (Eds.), The Springer series on human exceptionality. Psychosocial skills and school systems in the 21st century: Theory, research, and practice (p. 241–278). Springer International Publishing.
  • Kaleli, Y. S. (2020). Investigation of the relationship between pre-service music teachers’ attitudes towards teaching profession and their self-efficacy beliefs. International Journal of Research in Education and Science (IJRES), 6(4), 580-587.
  • Kandemir, M. (2010). Akademik erteleme davranışını açıklayacı bir model. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Gömleksiz, M.N. & Serhatlıoğlu, B. (2014). Öğretmen adaylarının akademik motivasyon düzeylerine ilişkin görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 3, 101-127
  • Kara, S. (2020). Görsel sanatlar öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ve öğretmenlik öz yeterlik inançlarının incelenmesi Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (54) , 49-73.
  • Karagüven, M. H. Ü. (2012). Akademik motivasyon ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12 (4), 1-22.
  • Kim, A.Y.& Park, I.Y. (2001). Construction and validation of academic self-efficacy scale. Korean J Educ Res. ,39:95–123.
  • Klibert, J., Langhinrichsen-Rohling, J., Luna, A., Robichaux, M. (2011). Suicide proneness in college students: relationships with gender, procrastination, and achievement motivation. Death Studies, 35 625–645.
  • Klibert, J., LeLeux-LaBarge, K., Tarantino, N., Yancey, T., Lamis, D. A. (2016). Procrastination and suicide proneness: a moderated-mediation model for cognitive schemas and gender. Death Studies, 40 350–357.
  • Koyuncuoğlu, Ö. (2021). An investigation of academic motivation and career decidedness among university students. International Journal of Research in Education and Science (IJRES), 7(1), 125-143.
  • Kurbanoglu, N.I., Akim, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Aust J Teach Education, 35(8):4.
  • Kurt, B. (2013). İlkokul ve Ortaokul Yöneticilerinin Öğretim Liderliği Davranışlarının Öğretmen Motivasyonuna Etkisi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kusurkar, R.A., Ten Cate, T.J., Vos, C.M.P., et al. (2013). How motivation affects academic performance: a structural equation modelling analysis. Adv Heal Sci Education, 18(1), 57–9.
  • Landicho, C.J.B. (2020). Research Attitudes, Motivations, and Challenges of STEM Education Researchers. International Journal of Technology in Education (IJTE), 3(1), 49-61.
  • Lee, S.H. &, Jeon, W.T. (2015). The relationship between academic self-efficacy and academic burnout in medical students. Korean J Med Education,27, 27–35
  • Lent, R. W., Sheu, H. B., Singley, D., Schmidt, J. A., Schmidt, L. C., Gloster, C. S. (2008). Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students. J. Vocat. Behav. 73, 328–335.
  • Linnenbrink,E.A., Pintrich, P.R. (2001). Motivation as an enabler for academic success. School Psychol Review, 313
  • Luo, J. M., Chau, K. Y., & Lam, C. F. (2019). The relationship of student’s motivation, program evaluation, career attitudes and career aspirations in university–industry cooperation program. Cogent Education, 6(1), 1608686. https://doi.org/10.1080/2331186X.2019.1608686
  • Morris, D.B., Usher, E.L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36, 232–245.
  • Nagengast, B., Marsh, H. W., Scalas, L. F., Xu, M. K., Hau, K. T., Trautwein, U. (2011). Who took the “x” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychol. Sci. 22, 1058–1066.
  • Nagy, S., and L. G. Davis. (1985). ―Burnout: a comparative analysis of personality and environmental variables.‖ Psychological Reports. 57: 1319-26.
  • Ozer, B. U., Demir, A., Ferrari, J. R. (2009). Exploring academic procrastination among turkish students: possible gender differences in prevalence and reasons. J. Soc. Psychology, 149, 241–257
  • Pintrich, P.R. (2001). A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psycholoy, 95(4):667.
  • Reyes-Cruz, M del R., Perales-Escudero, M.D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: Implications for educational policy. Higher Education Research and Development, 35, 800–814. (Google Scholar)
  • Roksa, J. & Whitley, S. (2017). Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty. Journal of College Student Development. 58. 333-348. 10.1353/csd.2017.0026.
  • Roksa, Josipa & Whitley, Sarah. (2017). Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty. Journal of College Student Development. 58. 333-348. 10.1353/csd.2017.0026.
  • Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25 54–67.
  • Schoen, L.G., Wincour, S. (1988). An investigation of the self-efficacy of male and female academics. Journal of Vocational Behaviour, 32: 307–320.
  • Schunk, D.H., Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. Handbook Self-Regul Elsevier, 631–49.
  • Schunk, D.H., Pajares, F. (2005). Competence perceptions and academic functioning. Handb Competence Motivation, edited by Andrew J. Elliot and Carol S. Dweck. 85–104.
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Yıl 2021, Cilt: 5 Sayı: 1, 146 - 167, 30.06.2021

Öz

Kaynakça

  • Ait Maalem Lahcen, R., & Mohapatra, R. (2020). Promoting Proactive Behavior through Motivation: Required Math Lab Hours Case. International Journal of Research in Education and Science (IJRES), 6(1), 110-119.
  • Allen, J., Robbins, S., Casillas, A.& Oh, In-Sue. (2008). Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness. Research in Higher Education. 49. 647-664. 10.1007/s11162-008-9098-3.
  • Asigigan, S. I. & Samur, Y. (2021). The Effect of Gamified STEM Practices on Students’ Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 332-352.
  • Bailey, J.G. (1999). Academics’ motivation and self-efficacy for teaching and research. Higher Education Research & Development, 18, 343–359.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Worth Publisher.
  • Bandura, A. (2000).Exercise of human agency through collective efficacy. Curr Dir Psychol Sci. 9, 75–78.
  • Bassi, M., Steca, P., Delle Fave, A., Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. J. Youth Adolesc. 36, 301–312.
  • Bong, M. (2005). Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology, 97, 656–672.
  • Chemers M. M., Hu L., Garcia B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. J. Educ. Psychol. 93, 55–64.
  • Chen, Su-Yen & Lu, Luo. (2015). The Role of Achievement Motivations and Achievement Goals in Taiwanese College Students’ Cognitive and Psychological Outcomes. Journal of College Student Development. 56. 397-412. 10.1353/csd.2015.0040.
  • Cook, D.A.& Artino, A.R. (2016). Motivation to learn: an overview of contemporary theories. Med Education, 50(10), 997–1014.
  • Doğru, O. (2020). An investigation of pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science (IJRES), 6(4), 629-637.
  • Doménech F. (2013). An instructional model for guiding reflection and research in the classroom: the educational situation quality model. Electron. J. Res. Educ. Psychol. 11, 239–260.
  • Doménech-Betoret F., Gómez-Artiga A., Lloret-Segura S. (2014). Personal variables, motivation and avoidance learning strategies in undergraduate students. Learn. Individ. Differ. 35, 122–129.
  • Eccles, J. S., Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In Lerner, R., Steinberg, L. (Eds.), Handbook of adolescent psychology (3rd ed., pp. 404–434). Hoboken, NJ: Wiley.
  • Epstein, N., & Fischer, M. R. (2017). Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?. PloS one, 12(9), e0184543. https://doi.org/10.1371/journal.pone.0184543,
  • Esther, T. C. & Marjon, F. (2008). Motivation to become a teacher and its relationships with teaching self-efficacy, professional commitment and perceptions of the learning environment. University of Groningen
  • Landleven 1, 9747 AD Groningen, the Netherlands
  • Gasco, J.& Villarroel, J. D. (2014). The motivation of secondary school students in mathematical word problem solving. Electron. J. Res. Educ. Psychol. 12, 83–106.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S.& Yeung, A. S. (2015). Achievement, motivation, and educational choices: a longitudinal study of expectancy and value using a multiplicative perspective. Dev. Psychol. 51, 1163–1176.
  • Gürşimşek, I. (2002). Öğretmen adaylarında öğrenmeye ilişkin motivasyonel inançlar ve strateji kullanımı. Muğla Üniversitesi Sosyal Bilimler Dergisi, 8, 135-155
  • Hall, N. C., Lee, S. Y., & Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PloS one, 14(12),
  • Hammond, C. (1994). Integrating service and academic study: Faculty motivation and satisfaction in Michigan higher education. Michigan Journal of Community Service Learning, 1: 21–28.
  • Handayani, T. R. D. (2016). Teacher Motivation Based on Gender, Tenure and Level of Education. The New Educational Review, 1, 199-207.
  • Hardré, P.L., Beesely, A.D., Miler, R.L,, Pace, T.M. (2011). Faculty motivation to do research: Across disciplines in research-extensive universities. Journal of the Professoriate, 5, 35–69.
  • Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education, 20(1), 76. https://doi.org/10.1186/s12909-020-01995-9
  • Hemmings, B.C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research. pp. 1–17. (Google Scholar)
  • Hemmings, B.C., Kay, R., Sharp, J., Taylor, C. (2012). A transnational comparison of lecturer self-efficacy. Journal of Further and Higher Education. 36: 291–307.
  • Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich, F. Preckel, & R. D.
  • Roberts (Eds.), The Springer series on human exceptionality. Psychosocial skills and school systems in the 21st century: Theory, research, and practice (p. 241–278). Springer International Publishing.
  • Kaleli, Y. S. (2020). Investigation of the relationship between pre-service music teachers’ attitudes towards teaching profession and their self-efficacy beliefs. International Journal of Research in Education and Science (IJRES), 6(4), 580-587.
  • Kandemir, M. (2010). Akademik erteleme davranışını açıklayacı bir model. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Gömleksiz, M.N. & Serhatlıoğlu, B. (2014). Öğretmen adaylarının akademik motivasyon düzeylerine ilişkin görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 3, 101-127
  • Kara, S. (2020). Görsel sanatlar öğretmen adaylarının öğretmenlik mesleğine yönelik tutumları ve öğretmenlik öz yeterlik inançlarının incelenmesi Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (54) , 49-73.
  • Karagüven, M. H. Ü. (2012). Akademik motivasyon ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12 (4), 1-22.
  • Kim, A.Y.& Park, I.Y. (2001). Construction and validation of academic self-efficacy scale. Korean J Educ Res. ,39:95–123.
  • Klibert, J., Langhinrichsen-Rohling, J., Luna, A., Robichaux, M. (2011). Suicide proneness in college students: relationships with gender, procrastination, and achievement motivation. Death Studies, 35 625–645.
  • Klibert, J., LeLeux-LaBarge, K., Tarantino, N., Yancey, T., Lamis, D. A. (2016). Procrastination and suicide proneness: a moderated-mediation model for cognitive schemas and gender. Death Studies, 40 350–357.
  • Koyuncuoğlu, Ö. (2021). An investigation of academic motivation and career decidedness among university students. International Journal of Research in Education and Science (IJRES), 7(1), 125-143.
  • Kurbanoglu, N.I., Akim, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Aust J Teach Education, 35(8):4.
  • Kurt, B. (2013). İlkokul ve Ortaokul Yöneticilerinin Öğretim Liderliği Davranışlarının Öğretmen Motivasyonuna Etkisi. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kusurkar, R.A., Ten Cate, T.J., Vos, C.M.P., et al. (2013). How motivation affects academic performance: a structural equation modelling analysis. Adv Heal Sci Education, 18(1), 57–9.
  • Landicho, C.J.B. (2020). Research Attitudes, Motivations, and Challenges of STEM Education Researchers. International Journal of Technology in Education (IJTE), 3(1), 49-61.
  • Lee, S.H. &, Jeon, W.T. (2015). The relationship between academic self-efficacy and academic burnout in medical students. Korean J Med Education,27, 27–35
  • Lent, R. W., Sheu, H. B., Singley, D., Schmidt, J. A., Schmidt, L. C., Gloster, C. S. (2008). Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students. J. Vocat. Behav. 73, 328–335.
  • Linnenbrink,E.A., Pintrich, P.R. (2001). Motivation as an enabler for academic success. School Psychol Review, 313
  • Luo, J. M., Chau, K. Y., & Lam, C. F. (2019). The relationship of student’s motivation, program evaluation, career attitudes and career aspirations in university–industry cooperation program. Cogent Education, 6(1), 1608686. https://doi.org/10.1080/2331186X.2019.1608686
  • Morris, D.B., Usher, E.L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36, 232–245.
  • Nagengast, B., Marsh, H. W., Scalas, L. F., Xu, M. K., Hau, K. T., Trautwein, U. (2011). Who took the “x” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychol. Sci. 22, 1058–1066.
  • Nagy, S., and L. G. Davis. (1985). ―Burnout: a comparative analysis of personality and environmental variables.‖ Psychological Reports. 57: 1319-26.
  • Ozer, B. U., Demir, A., Ferrari, J. R. (2009). Exploring academic procrastination among turkish students: possible gender differences in prevalence and reasons. J. Soc. Psychology, 149, 241–257
  • Pintrich, P.R. (2001). A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psycholoy, 95(4):667.
  • Reyes-Cruz, M del R., Perales-Escudero, M.D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: Implications for educational policy. Higher Education Research and Development, 35, 800–814. (Google Scholar)
  • Roksa, J. & Whitley, S. (2017). Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty. Journal of College Student Development. 58. 333-348. 10.1353/csd.2017.0026.
  • Roksa, Josipa & Whitley, Sarah. (2017). Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty. Journal of College Student Development. 58. 333-348. 10.1353/csd.2017.0026.
  • Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25 54–67.
  • Schoen, L.G., Wincour, S. (1988). An investigation of the self-efficacy of male and female academics. Journal of Vocational Behaviour, 32: 307–320.
  • Schunk, D.H., Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. Handbook Self-Regul Elsevier, 631–49.
  • Schunk, D.H., Pajares, F. (2005). Competence perceptions and academic functioning. Handb Competence Motivation, edited by Andrew J. Elliot and Carol S. Dweck. 85–104.
  • Scull, J., Phillips, M., Sharma, U., Garner, K. (2020). Innovations in teacher education at the time of COVID 19: An Australian perspective. J. Educ. Teach. 2020 doi:
  • Sharma, M., Kaur, G. (2013). Occupational self-efficiency and procrastination as predictors of occupational stress among female lectures. Journal of Psychosocial Research, 8, 275–285.
  • Skinner, E. A. & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effect of teacher behavior and student engagement across the school year. J. Educ. Psychol. 85 571–581.
  • Trolian, T., Jach, E., & Hanson, J.& Pascarella, E. (2016). Influencing Academic Motivation: The Effects of Student-Faculty Interaction. Journal of College Student Development. 57. 810-826. 10.1353/csd.2016.0080.
  • Vallerand, R. J., Pelletier, L., Blais, M. R., Briere, N. M., Senecal, C. & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017
  • Vasil, L. (1991). Self-efficacy expectations and causal attributions for achievement among male and female university faculty. Journal of Vocational Behavior, 41, 259–269.
  • Warren, T., Fox, E., and Pascall, G (2009) Innovative Social Policies: Implications for Work–life Balance among Low‐waged Women in England, Gender, Work and Organisation, 16 (1): 126‐150
  • Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students' motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25(1),
  • Wyatt, M., Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish University. Educational Action Research, 24, 550–570.
  • Xu, L. (2017). Teacher–researcher role conflict and burnout among Chinese university teachers: A job demand-resources model perspective. Stud. High. Educ. 44, 903–919.
  • Yu, J. H., Chae, S. J., & Chang, K. H. (2016). The relationship among self-efficacy, perfectionism and academic burnout in medical school students. Korean journal of medical education, 28(1), 49–55. https://doi.org/10.3946/kjme.2016.9
  • Yurt, E. & Sünbül, A. M. (2012). Effect of modeling-based activities developed using virtual environments and concrete objects on spatial thinking and mental rotation skills. Educational Sciences: Theory and Practice, 12(3), 1975 - 1992.
  • Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison. Frontiers in psychology, 11, 592670.
  • Zhang, L., Fu, M., Li, D.T., He, Y. (2019). Emotions and teaching styles among academics: the mediating role of research and teaching efficacy. Educational Psychology, 39: 370–394.
  • Zhao, J., McCormick, J., Hoekman, K. (2008). Idiocentrism-allocentrism and academics’ self-efficacy for research in Beijing universities. International Journal of Educational Management, 22, 168–183.
  • Zimmerman, B. & Schunk, D. (2012). Motivation: An essential dimension of self-regulated learning. Motivation and Self-Regulated Learning: Theory, Research, and Applications. 1-30. 10.4324/9780203831076.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Süleyman Arslantaş Bu kişi benim 0000-0002-4989-2893

Yayımlanma Tarihi 30 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 5 Sayı: 1

Kaynak Göster

APA Arslantaş, S. (2021). An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation. International Journal of Modern Education Studies, 5(1), 146-167.