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Teacher Candidates’ Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation Between the Two?

Year 2016, Volume: 5 Issue: 3, 0 - 0, 01.09.2016

Mustafa Öztürk Akçaoğlu

https://doi.org/10.30703/cije.321406
Cited By: 4

Abstract

The current study aimed to identify teacher candidates’ learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of education. To collect data, The Motivated Strategies for Learning Questionnaire (MSLQ) and Academic Self-Efficacy Scale were used. During the analysis phase of the study besides descriptive statistics, bivariate correlation and multivariate analysis of variance were carried out. The findings revealed that there was a significant correlation between the learning strategies rehearsal, organization, metacognitive self-regulation, association, time/study environmental, and peer learning and help seeking. The results MANOVA revealed significant relations between rehearsal, organization, metacognitive self-regulation strategies and departments and gender. Furthermore, the findings indicated that the teacher candidates had an overall high academic self-efficacy levels.

Keywords

Öğrenme stratejileri akademik öz-yeterlik cinsiyet öğretmen adayı

References

  • Açıkgöz, K. Ü. (2005). Etkili öğrenme ve öğretme. İzmir: Eğitim Dünyası Yayınları.
  • Akbaş, A., & Çelikkaleli, Ö. (2006). Sınıf öğretmeni adaylarının fen öğretimi özyeterlik inançlarının cinsiyet, öğrenim türü ve üniversitelerine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 98-110.
  • Akbay, S. E., & Gizir, C., A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: Akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260.
  • Arsal, Z. (2005). Öğretmen adaylarının öğrenme ve motivasyon stratejileri. Paper presented at the XIV. Ulusal Eğitim Bilimleri Kongresi Bildirileri.
  • Azar, A. (2012). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 6(12), 235-252.
  • Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299-328.
  • Bal, A. P. (2013). Investigating Undergraduate Students’ Assessment Preferences in Mathematics Course and Learning Strategies. International Online Journal of Educational Sciences, 5(1), 242-257.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 151-165.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Brown, J. D., & Rodgers, T. S. (2002). Doing second language research: An introduction to the theory and practice of second language research for graduate/master's students in TESOL and applied linguistics, and others: Oxford University Press.
  • Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. Journal of educational computing research, 12(2), 147-158.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Carns, A. W., & Carns, M. R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. School Counselor, 38, 341-346.
  • Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic journal of foreign language teaching, 1(1), 14-26.
  • Chemers, M. M., Hu, L.-t., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55.
  • Chen, B. H., Chiu, W.-C., & Wang, C.-C. (2015). The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM. The Asia-Pacific Education Researcher, 24(2), 419-431.
  • Commander, N. E., & Smith, B. D. (1995). Developing adjunct reading and learning courses that work. Journal of Reading, 38(5), 352-360.
  • Çelenk, S., & Karakış, Ö. (2007). Farklı Öğrenme Stillerine Sahip Öğrencilerin Genel Öğrenme Stratejilerini Kullanma Düzeyleri. AİBÜ Örneği””, AİBÜ Eğitim Fakültesi Dergisi, 7(2), 34-52.
  • Çelikkaya, T. (2010). Sosyal bilgiler öğretmen adaylarının kullandıkları öğrenme stratejileri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 65-84.
  • Dikbaş, Y., & Hasırcı, K. Ö. (2008). Öğrenme stratejileri öğretiminin ve ders işlenişinde kullanımının öğrencilerin akademik başarılarına ve tutumlarına etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 2, 70.
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
  • Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549.
  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
  • Fettahlıoglu, P., & Ekici, G. (2011). Affect of teacher candidates’ academic self-efficacy beliefs on their motivations towards sciences. Procedia-Social and Behavioral Sciences, 15, 2808-2812.
  • Fraenkel, J., & Wallen, N. E. (2006). How to design and evaluate research in education. New York, NY: McGraw-Hill Companies.
  • Griffin, C. S., & Gable, R. K. (2016). Analyzing the Relationship of Voluntary Student Participation in Optional Exam Review Sessions with Academic Self-Efficacy and Academic Performance.
  • Grigerenko, E. L., & Sternberg, R. J. (1995). Thinking styles In D. H. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence. New York: Springer.
  • Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology (Vol. 561): Wiley.
  • Güven, M. (2008). Development of learning strategies scale: study of validation and reliability. World Applied Sciences Journal, 4(1), 31-36.
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of counseling psychology, 32(1), 47.
  • Hamurcu, H. (2002). Okulöncesi öğretmen adaylarının kullandıkları öğrenme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 127-134.
  • Haşlaman, T., & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110-122.
  • Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64.
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
  • Horn, C., Bruning, R., Schraw, G., Curry, E., & Katkanant, C. (1993). Paths to success in the college classroom. Contemporary educational psychology, 18(4), 464-478.
  • Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
  • Kahyaoğlu, M., & Yangın, S. (2007). İlköğretim öğretmen adaylarının mesleki özyeterliklerine ilişkin görüşleri. Kastamonu Education Journal, 15(1), 73-84.
  • Kete, R., & Sucuoğlu, H. (2011). Biyoloji ve Fen Bilgisi Öğretmen Adaylarının Kullandığı Öğrenme Stratejileri (DEÜ. Örneği). Ilkogretim Online, 10(1).
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Teacher Candidates’ Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation Between the Two?

Year 2016, Volume: 5 Issue: 3, 0 - 0, 01.09.2016

Mustafa Öztürk Akçaoğlu

https://doi.org/10.30703/cije.321406
Cited By: 4

Abstract

The current study aimed to identify
teacher candidates’ learning strategies and academic self-efficacy levels.
Furthermore, the correlations between these variables and gender and
departments were looked into. The study was mainly descriptive and correlational.
The sample of the study consisted of 256 teacher candidates enrolled at a
faculty of education. To collect data, The Motivated Strategies for Learning
Questionnaire (MSLQ) and
Academic Self-Efficacy Scale
were used.
During the analysis phase of the study besides descriptive statistics,
bivariate correlation and multivariate analysis of variance were carried out. The
findings revealed that there was a significant correlation between the learning
strategies rehearsal, organization, metacognitive
self-regulation, association, time/study environmental, and peer learning and help seeking. The results
MANOVA revealed significant relations between rehearsal, organization, metacognitive self-regulation strategies and departments and
gender. Furthermore, the findings indicated that the teacher candidates had an overall high academic self-efficacy levels.

Keywords

Learning strategies academic self-efficacy gender teacher candidates

References

  • Açıkgöz, K. Ü. (2005). Etkili öğrenme ve öğretme. İzmir: Eğitim Dünyası Yayınları.
  • Akbaş, A., & Çelikkaleli, Ö. (2006). Sınıf öğretmeni adaylarının fen öğretimi özyeterlik inançlarının cinsiyet, öğrenim türü ve üniversitelerine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 98-110.
  • Akbay, S. E., & Gizir, C., A. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: Akademik güdülenme, akademik özyeterlik ve akademik yükleme stillerinin rolü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260.
  • Arsal, Z. (2005). Öğretmen adaylarının öğrenme ve motivasyon stratejileri. Paper presented at the XIV. Ulusal Eğitim Bilimleri Kongresi Bildirileri.
  • Azar, A. (2012). Ortaöğretim fen bilimleri ve matematik öğretmeni adaylarının öz yeterlilik inançları. Uluslararası Yönetim İktisat ve İşletme Dergisi, 6(12), 235-252.
  • Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP contexts. RELC Journal, 35(3), 299-328.
  • Bal, A. P. (2013). Investigating Undergraduate Students’ Assessment Preferences in Mathematics Course and Learning Strategies. International Online Journal of Educational Sciences, 5(1), 242-257.
  • Balkıs, M., Duru, E., Buluş, M., & Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 151-165.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Brown, J. D., & Rodgers, T. S. (2002). Doing second language research: An introduction to the theory and practice of second language research for graduate/master's students in TESOL and applied linguistics, and others: Oxford University Press.
  • Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. Journal of educational computing research, 12(2), 147-158.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Carns, A. W., & Carns, M. R. (1991). Teaching study skills, cognitive strategies, and metacognitive skills through self-diagnosed learning styles. School Counselor, 38, 341-346.
  • Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic journal of foreign language teaching, 1(1), 14-26.
  • Chemers, M. M., Hu, L.-t., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55.
  • Chen, B. H., Chiu, W.-C., & Wang, C.-C. (2015). The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM. The Asia-Pacific Education Researcher, 24(2), 419-431.
  • Commander, N. E., & Smith, B. D. (1995). Developing adjunct reading and learning courses that work. Journal of Reading, 38(5), 352-360.
  • Çelenk, S., & Karakış, Ö. (2007). Farklı Öğrenme Stillerine Sahip Öğrencilerin Genel Öğrenme Stratejilerini Kullanma Düzeyleri. AİBÜ Örneği””, AİBÜ Eğitim Fakültesi Dergisi, 7(2), 34-52.
  • Çelikkaya, T. (2010). Sosyal bilgiler öğretmen adaylarının kullandıkları öğrenme stratejileri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 65-84.
  • Dikbaş, Y., & Hasırcı, K. Ö. (2008). Öğrenme stratejileri öğretiminin ve ders işlenişinde kullanımının öğrencilerin akademik başarılarına ve tutumlarına etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 2, 70.
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
  • Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549.
  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
  • Fettahlıoglu, P., & Ekici, G. (2011). Affect of teacher candidates’ academic self-efficacy beliefs on their motivations towards sciences. Procedia-Social and Behavioral Sciences, 15, 2808-2812.
  • Fraenkel, J., & Wallen, N. E. (2006). How to design and evaluate research in education. New York, NY: McGraw-Hill Companies.
  • Griffin, C. S., & Gable, R. K. (2016). Analyzing the Relationship of Voluntary Student Participation in Optional Exam Review Sessions with Academic Self-Efficacy and Academic Performance.
  • Grigerenko, E. L., & Sternberg, R. J. (1995). Thinking styles In D. H. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence. New York: Springer.
  • Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey methodology (Vol. 561): Wiley.
  • Güven, M. (2008). Development of learning strategies scale: study of validation and reliability. World Applied Sciences Journal, 4(1), 31-36.
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of counseling psychology, 32(1), 47.
  • Hamurcu, H. (2002). Okulöncesi öğretmen adaylarının kullandıkları öğrenme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 127-134.
  • Haşlaman, T., & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110-122.
  • Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64.
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
  • Horn, C., Bruning, R., Schraw, G., Curry, E., & Katkanant, C. (1993). Paths to success in the college classroom. Contemporary educational psychology, 18(4), 464-478.
  • Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
  • Kahyaoğlu, M., & Yangın, S. (2007). İlköğretim öğretmen adaylarının mesleki özyeterliklerine ilişkin görüşleri. Kastamonu Education Journal, 15(1), 73-84.
  • Kete, R., & Sucuoğlu, H. (2011). Biyoloji ve Fen Bilgisi Öğretmen Adaylarının Kullandığı Öğrenme Stratejileri (DEÜ. Örneği). Ilkogretim Online, 10(1).
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There are 78 citations in total.

Details

Primary Language English
Other ID JA22BA58YV
Journal Section Articles
Authors

Mustafa Öztürk Akçaoğlu

Publication Date September 1, 2016
Published in Issue Year 2016Volume: 5 Issue: 3

Cite

APA Akçaoğlu, M. Ö. (2016). Teacher Candidates’ Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation Between the Two?. Cumhuriyet Uluslararası Eğitim Dergisi, 5(3). https://doi.org/10.30703/cije.321406

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