EXAMINATION OF ACADEMIC SELF-EFFICACY: A SURVEY ON PRE-SERVICE AND INSERVICE ENGLISH LANGUAGE TEACHERS

Yeliz Yazici, Erhan Sur

Abstract


Academic self–efficacy can be defined as person`s belief that he can successfully achieve at a desired level on an academic task or a specific goal (Schunk & Pajares, 2002). This study aims to investigate the level of academic self-efficacy levels of pre-service and in-service teachers. In this study problem solving skills and epistemological beliefs are evaluated as predictors of academic self-efficacy levels of pre-service and in-service groups. Each group is consisting of 40 people. The data gathered via online questionnaire form via link given in the Facebook group pages. The gathered data analyzed using regression, t-test and related descriptive analysis. The results show that epistemological beliefs and problem solving skills can predict the %14 for in-service English language teachers and this is %15 for pre-service English language teachers. Besides the results show that when the relationship between the gender and the other dependent factors there is only relation in pre-service teachers ‘academic self-efficacy and epistemological beliefs. The female participants have higher values than male ones. 

 

Article visualizations:

Hit counter

DOI

Keywords


academic efficacy, ELT, pre-service, ın-service

References


Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bandura, A. (1994). Self-Efficacy. Encyclopedia of Human Behaviour, 4, 71-81.

Ching, S. C., Myint, S. K., & Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285-298. doi:10.1080/09523980600926242

Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Eğitim Araştırmaları Dergisi, 8, 111-125.

Ekici, G. (2012). Akademik Öz-Yeterlik Ölçeği: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 174-185.

Heppner, H. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75. doi:10.1037/0022-0167.29.1.66

Owen, S., & Froman, R. D. (1988). National Council on Measurement in Education. Development of a College Academic Self-Efficacy Scale. New Orleans.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.

Schommer, M. (1990). Effects of Beliefs about the Nature of Knowledge on Comprehension. Journal of Educational Psychology, 82(3), 498-504.

Schunk, D. (1995). Self-efficacy and education and instruction. J. E. Maddux içinde, Self-efficacy, adaptation and adjustment: Theory, research and application (s. 281-303). New York: Plenum Press.

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. D. H. Schunk içinde, Development of achievement motivation (s. 16-29). California, USA: Academic Press.

Schunk, D., & Pajares, F. (2002). The Development of Academic Self-Efficacy. (A. Wigfield, & J. S. Eccles, Dü) American Psychology Association, 15-31. doi:10.1016/B978-012750053-9/50003-6

Sharna, H. L., & Nasa, G. (2014, July). ACADEMIC SELF-EFFICACY: A RELIABLE PREDICTOR OF EDUCATIONAL PERFORMANCES. British Journal of Education, 2(3), 57-64.

Şahin, N., Şahin, N. H., & Heppner, P. P. (1993). Psychometric Properties of Problem Solving Inventory in a Group of Turkish University Students. Cognitive Therapy and Research, 4(17), 379-396.

Taylan, S. (1990). Heppner'in Problem Çözme Envanteri Uyarlama, Güvenirlik ve GEçerlik Çalışmaları. Ankara: Ankara Üniversitesi.

Yalmancı, S. G., & Aydın, S. (2014, Ağustos). Fen bilgisi öğretmen adaylarının akademik öz-yeterlik algılarının incelenmesi. Kafkas Eğitim Araştırmaları Dergisi, 2(1), 21-27.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1196

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Yeliz Yazici, Erhan Sur

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).