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:	Yavuz SÖKMEN, Durmuş KILIÇ, Ali Fuad YASUL
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	pre service primary teachers, learning approaches, academic self efficacy Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/32f2d7d205cb47fd9e2d2195b2823d53
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spelling	oai:doaj.org-article:32f2d7d205cb47fd9e2d2195b2823d532021-11-24T09:20:52ZEXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY2148-416310.9761/JASSS3223https://doaj.org/article/32f2d7d205cb47fd9e2d2195b2823d532019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1904998275_31.%20Ar%C5%9F.%20G%C3%B6r.%20Yavuz%20S%C3%96KMEN.pdf&key=27713https://doaj.org/toc/2148-4163The 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.Yavuz SÖKMENDurmuş KILIÇAli Fuad YASULFırat Universityarticlepreservice primary teachers, learning approaches, academic selfefficacySocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 42, Pp 507-519 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	pre service primary teachers, learning approaches, academic self efficacy Social Sciences H Social sciences (General) H1-99
spellingShingle	pre service primary teachers, learning approaches, academic self efficacy Social Sciences H Social sciences (General) H1-99 Yavuz SÖKMEN Durmuş KILIÇ Ali Fuad YASUL EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
description	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.
format	article
author	Yavuz SÖKMEN Durmuş KILIÇ Ali Fuad YASUL
author_facet	Yavuz SÖKMEN Durmuş KILIÇ Ali Fuad YASUL
author_sort	Yavuz SÖKMEN
title	EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
title_short	EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
title_full	EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
title_fullStr	EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
title_full_unstemmed	EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY
title_sort	examination of relationship among pre-service primary teachers’ learning approaches and academic self-efficacy
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/32f2d7d205cb47fd9e2d2195b2823d53
work_keys_str_mv	AT yavuzsokmen examinationofrelationshipamongpreserviceprimaryteacherslearningapproachesandacademicselfefficacy AT durmuskilic examinationofrelationshipamongpreserviceprimaryteacherslearningapproachesandacademicselfefficacy AT alifuadyasul examinationofrelationshipamongpreserviceprimaryteacherslearningapproachesandacademicselfefficacy
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EXAMINATION OF RELATIONSHIP AMONG PRE-SERVICE PRIMARY TEACHERS’ LEARNING APPROACHES AND ACADEMIC SELF-EFFICACY

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