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

Yıl 2023, , 1360 - 1383, 29.12.2023
https://doi.org/10.37217/tebd.1313393

Öz

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.

Kaynakça

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

Yıl 2023, , 1360 - 1383, 29.12.2023
https://doi.org/10.37217/tebd.1313393

Öz

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.

Kaynakça

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  • Nota, L., Soresi, S. & Zimmerman. B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Oğuz, A. (2012). Sınıf öğretmeni adaylarının akademik öz yeterlik inançları. Anadolu Journal of Educational Sciences International, 2(2), 15-28. https://dergipark.org.tr/en/pub/ajesi/issue/1527/18740 sayfasından erişilmiştir.
  • Orakcı, Ş. & Durnalı, M. (2023). The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy. Psychology in the Schools, 60, 162–181. https://doi.org/10.1002/pits.22770
  • Orakcı, Ş., Yüreğilli-Göksu, D. & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. https://doi.org/10.3389/fpsyg.2022.1035829
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41, 116-225. http://dx.doi.org/10.1207/s15430421tip4102_8
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. D. H. Schunk & B. J. Zimmerman (Ed.), Motivation and self-regulated learning: Theory, research, and applications içinde (s. 111–139). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. London: McGraw-Hill, Open University Press. https://doi.org/10.4324/9781003117452
  • Perry, N. E., Hutchinson, L. & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97–108. https://doi.org/10.1016/j.ijer.2007.11.010
  • Pressley, T. & Ha, C. (2022). Teacher exhaustion during COVID-19: Exploring the role of administrators, self-efficacy, and anxiety. The Teacher Educator, 57(1), 61–78. https://doi.org/10.1080/08878730.2021.1995094
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
  • Pintrich, P. R. (2000). The role of goal orientation in self regulated learning. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 451-502). San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
  • Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. https://doi.org/10.2307/1495395
  • Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review and meta-analysis. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
  • Schunk, D. H. & Ertmer, P. A. (2000). Self-regulation and academic learning. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 631–649). San Diego, CA: Academic Press.
  • Sharp, C. (2002). Study support and the development of self-regulated learner. Educational Research, 44(1), 29-42. https://doi.org/10.1080/00131880110107333
  • Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36, 257-271. https://doi.org/10.1080/0022027032000148298
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6. b.). Boston, MA: Pearson.
  • Taghavi, M., Salmani, F. & Norozi, E. (2022). Effect of educational intervention based on self-efficacy theory and self-regulatory strategies on physical activity of prehypertensive individuals. Health Technology Assessment in Action, 5(3), 1-8. https://doi.org/10.18502/htaa.v5i3.9343 Talsma, K., Schuz, B., Schwarzer, R. & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136–150. https://doi.org/10.1016/j.lindif.2017.11.015
  • Teng, L. S. (2021). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research, online first. https://doi.org/10.1177/13621688211006881
  • Tezel-Şahin, F. (2015). Beden eğitimi ve spor yüksekokulunda öğrenim gören öğrencilerin öz düzenleme yeterliliklerinin incelenmesi. International Journal of Sport Culture and Science, 3(2), 425-438. https://doi.org/10.14486/IJSCS406
  • Toussi, M. T. M., Boori, A. A. & Ghanizadeh, A. (2011). The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 1(2), 39-48. http://dx.doi.org/10.5430/wje.v1n2p39
  • Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
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  • Uğraş, M. (2018). Yedinci sınıf öğrencilerinin motivasyon ile öz yeterlik inançlarının fen bilimleri dersindeki başarılarıyla ilişkisinin incelenmesi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 495-508. https://doi.org/10.29029/busbed.453792
  • Ulfatun, T., Septiyanti, F. & Lesmana, A.G. (2021). University students’ online learning self-efficacy and self-regulated learning during the COVID-19 Pandemic. International Journal of Information and Education Technology, 11(12), 597-602. https://doi.org/10.18178/ijiet.2021.11.12.1570
  • Usher, E. L. & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463. http://dx.doi.org/10.1177/0013164407308475
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  • Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. D. H. Schunk & J. A. Greene (Ed.), Handbook of self-regulation of learning and performance içinde (s. 36–48). New York, NY: Routledge. https://doi.org/10.4324/9781315697048-3
  • Yılmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382. https://www.sciencedirect.com/science/article/pii/S074756321630382X sayfasından erişilmiştir.
  • Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students' academic achievement. Procedia Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 13-39). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50031-7
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/000283120731290
  • Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862. https://doi.org/10.2307/1163397
  • Zimmerman, B. J. & Cleary, T. J. (2006). Adolescents’ development of personal agency. F. Pajares & T. Urdan (Ed.), Adolescence and education içinde (s. 45-69). Greenwich, CT: Information Age.
  • Zimmerman, B. J., Bandura, A. & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. https://doi.org/10.3102/0002831202900366
Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Yalçın Dilekli 0000-0003-0264-0231

Şenol Orakcı 0000-0003-1534-1310

Burak Ayçiçek 0000-0001-8950-2207

Erken Görünüm Tarihi 21 Ekim 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 12 Haziran 2023
Kabul Tarihi 13 Eylül 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Dilekli, Y., Orakcı, Ş., & Ayçiçek, B. (2023). Öğretmen Adaylarının Öz Yeterlik Algıları ve Öz Düzenleyici Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi. Türk Eğitim Bilimleri Dergisi, 21(3), 1360-1383. https://doi.org/10.37217/tebd.1313393

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