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

Yıl 2016, Cilt: 5 Sayı: 3, 0 - 0, 01.09.2016

Mustafa Öztürk Akçaoğlu

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

Öz

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.

Anahtar Kelimeler

Öğrenme stratejileri akademik öz-yeterlik cinsiyet öğretmen adayı

Kaynakça

  • 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.
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  • Lyons-Wagner, E. C. (2010). The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance. (Ph.D.), University of San Francisco, San Francisco.
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  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
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Teacher Candidates’ Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation Between the Two?

Yıl 2016, Cilt: 5 Sayı: 3, 0 - 0, 01.09.2016

Mustafa Öztürk Akçaoğlu

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

Öz

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.

Anahtar Kelimeler

Learning strategies academic self-efficacy gender teacher candidates

Kaynakça

  • 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).
  • King, R. B., & McInerney, D. M. (2016). Examining the links between social goals and learning strategies The Psychology of Asian Learners (pp. 405-417): Springer.
  • Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategies and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39-47.
  • Kontaş, H. (2010). Üstün yetenekli ilköğretim öğrencilerinin öğrenme stratejileri. Ilkogretim Online, 9(2), 1148-1158.
  • Lee, E. E. (2003). Cultural mistrust, university alienation, academic self-efficacy and academic help seeking in African American college students. (Ph.D.), University of Nebraska, Lincoln, Nebraska.
  • Lyons-Wagner, E. C. (2010). The effects of a self-regulation learning-strategies instructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance. (Ph.D.), University of San Francisco, San Francisco.
  • Mattarima, K., & Hamdam, A. R. (2011). Understanding students’ learning strategies as an input context todesign English classroom activities. International Journal of Psychological Studies, 3(2), p238.
  • Mohsenpour, M., Hejazi, E., & Kiamanesh, A. (2008). The roal of self-efficacy, achievement goals, learning strategies and persistence in math achievement of 11th grade high school students in Tehran. Journal of Educational Innovations, 24, 153-172.
  • Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30.
  • Özdemir, S. M. (2008). Sınıf öğretmeni adaylarının öğretim sürecine ilişkin öz-yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 54, 277-306.
  • Özer, B. (2001). Öğrenmeyi öğretme, öğretimde planlama ve değerlendirme. Eskişehir: Anadolu Üniversitesi Yayınları, 161-172.
  • Özsüer, S., Inal, G., Uyanik, Ö., & Ergün, M. (2011). Afyon Kocatepe Üniversitesinde öğrenim gören öğrencilerin akademik öz-yeterlik inanç düzeylerinin incelenmesi. Afyon Kocatepe University Journal of Social Sciences, 13(2).
  • Pajares, F., & Schunk, D. (2001). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation. San Diego: Academic Press.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Newbury Park, CA: Corwin.
  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning Strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.
  • Ruffing, S., Wach, F.-S., Spinath, F. M., Brünken, R., & Karbach, J. (2015). Learning strategies and general cognitive ability as predictors of gender-specific academic achievement. Frontiers in psychology, 6.
  • Samms, C. L., & Friedel, C. R. (2012). Relationship between dissimilar cognitive styles and use of learning strategies in undergraduate students. Academy of Educational Leadership Journal, 16(3), 113-130.
  • Satıcı, S. A. (2013). Üniversite öğrencilerinin akademik öz-yeterliklerinin çeşitli değişkenler açısından incelenmesi. (Ms.D.), Anadolu Üniversitesi, Eskişehir.
  • Scheel, M. J., & Gonzalez, J. (2007). An investigation of a model of academic motivation for school counseling. Professional School Counseling, 11(1), 49-56.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.
  • Selçuk, G. S., Karabey, B., & Çalışkan, S. (2011). How candidate teachers use learning strategies in physics: The effects of gender And department. Gaziantep Univeristy Journal of Social Sciences, 10(2), 787-801.
  • Serin, O., Serin, N. B., & Şahin, F. S. (2009). Factors affecting the learning and studying strategies, and locus of control of the trainee teachers. Procedia-Social and Behavioral Sciences, 1(1), 1127-1136.
  • Shkullaku, R. (2013). The Relationship between Self – efficacy and Academic Performance in the Context of Gender among Albanian Students European Academic Research, 1(4), 467-478.
  • Şahin, H., & Çakar, E. (2011). Eğitim fakültesi öğrencilerinin öğrenme stratejileri ve akademik güdülenme düzeylerinin akademik başarılarına etkisi. Türk Eğitim Bilimleri Dergisi, 9(3), 519-540.
  • Tay, B. (2004). Sosyal bilgiler dersinde anlandırma stratejilerinin yeri ve önemi. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 5(2), 1-12.
  • Tay, B., & Yangın, B. (2008). 4. sınıf öğrencilerinin sosyal bilgiler dersinde sınıf ortamında kullandıkları öğrenme stratejileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(3), 73-88.
  • Tunçer, B. K., & Güven, B. (2007). Öğretimde öğrenme stratejilerinin kullanımının öğrencilerin akademik başarıları, hatırda tutma düzeyleri ve derse ilişkin tutumları üzerindeki etkisi. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 4(2), 1-20.
  • Ulstad, S. O., Halvari, H., Sørebø, Ø., & Deci, E. L. (2016). Motivation, Learning Strategies, and Performance in Physical Education at Secondary School. Advances in Physical Education, 6(01), 27.
  • Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Vural, L. (2012). Öğrenme stratejileri öğretiminin öğretmen adaylarinin strateji kullanimlarina etkisi. (Ph.D.), Anadolu Üniversitesi, Eskişehir.
  • Wahlheim, C. N., McDaniel, M. A., & Little, J. L. (2016). Category learning strategies in younger and older adults: Rule abstraction and memorization. Psychology & Aging.
  • Weinstein, C. E., & Mayer, R. E. (1983). The teaching of learning strategies. Paper presented at the Innovation abstracts.
  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 315-327). New York: Macmillan.
  • Wilson, A., & Kim, W. (2016). The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement. International Education Studies, 9(3), 12.
  • Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
  • Youngju, J., Jae-Eun, J., BoKyung, J., YooKyung, H., & Se-Bin, C. (2007). Analysis of the relationship of students' self-efficacy, test anxiety, and parental involvement toward learning strategy and achievement in Korean middle school mathematics http://icome2013.iwd.jp/program/pdf/1p_PDF/A10.pdf
  • 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(3), 663-676.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Diğer ID JA22BA58YV
Bölüm Articles
Yazarlar

Mustafa Öztürk Akçaoğlu

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016Cilt: 5 Sayı: 3

Kaynak Göster

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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e-ISSN: 2147-1606

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