EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
The main aim of this study is to determine pre-service primary teachers’ learning approaches and to put forward relationship among academic self-efficacy and learning approaches they hold. And it was also searched if there is a relationship among learning approaches and academic success in this stud...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/32f2d7d205cb47fd9e2d2195b2823d53 |
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| Sumario: | The main aim of this study is to determine pre-service primary teachers’ learning approaches and to put forward relationship among academic self-efficacy and learning approaches they hold. And it was also searched if there is a relationship among learning approaches and academic success in this study. It was used desciriptive and relational survey model those regarded as general survey models. 239 students who are being educated at Department of Primary Education of Muş Alparslan University Education Faculty attended to this study. Study Process Questionnaire (R-SPQ-2F) and Academic Self-Efficacy Scale were used to collect datas. SPSS 17.0 package program was used for analyzing statistically of datas obtained. According to results of research, learning approach that students’ prefer was found out to vary significantly in terms of their class level whereas it was not vary in terms of their sexes. Those first and fourth grade students mostly prefer deep learning approach while second and third grade students mostly prefer surface learning approach. Besides, the results of research put forward that academic success vary at a significant level according to preferred learning approaches. Those who adopt deep learning approach were more successful. According to results of regression analysis academic self efficacy explains 12 % total variance of learning approaches. |
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