Evaluation of some factors affecting self-efficacy beliefs of students studying in teacher education departments<p>Öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesi
Keywords:
General self-efficacy, emotional intelligence, academic self-efficacy, academic burnout, physical education, sport, Genel öz yeterlik, duygusal zekâ, akademik öz yeterlik, akademik tükenmişlikAbstract
The aim of this study was to evaluate some factors affecting self-efficacy beliefs of students in physical education and sport teacher department and students in the other fields of teacher education departments. Total of 515 students from Physical Education and Sport Teacher Department, Science Teacher Education, Mathematics Teacher Education, Social Studies Teacher Education, Music Teacher Education and Art Teacher Education Departments at Gazi University Faculty of Education participated in the study. Collected data was analyzed in SPSS 16.0 program by using Pearson Product Correlation test. Confirmatory Factor Analysis (CFA) in AMOS (Analysis of Moment Structure) was done for the sample group conformity of scales. As a result of literature review made before study, a structural equation model was hypothesized. Consequently, by examining the model fit indexes of hypothesized model, it can be concluded that having high level of emotional intelligence decreased academic burnout level of students and correspondingly academic and general self-efficacy beliefs were increased.
Extended English summary is in the end of Full Text PDF (TURKISH) file.Özet
Bu çalışmanın amacı, beden eğitimi ve spor öğretmenliği bölümü ile diğer alanların öğretmenlik bölümlerinde öğrenim gören öğrencilerin öz yeterlik inançlarını etkileyen bazı faktörlerin değerlendirilmesidir. Araştırmaya Gazi Üniversitesi Beden Eğitimi ve Spor Yüksekokulu Beden Eğitimi ve Spor Öğretmenliği, Eğitim Fakültesi Fen Bilgisi Öğretmenliği, Matematik Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Müzik Öğretmenliği ve Resim Öğretmenliği bölümlerinden toplam 515 öğrenci katılmıştır. Veriler, SPSS 16.0 paket programında Pearson Product Correlation testi kullanılarak analiz edilmiştir. Ayrıca duygusal zeka, genel öz yeterlik, akademik tükenmişlik ve akademik öz yeterlik ölçeklerin[a1] in[E2] örneklem grubuna uygunluğunun belirlenmesi için AMOS (Analysis of Moment Structure) programında Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Araştırma öncesinde yapılan literatür taraması sonucunda bir yapısal eşitlik modeli hipotez edilmiştir. Sonuç olarak, hipotez edilen modelin uyum indekslerine bakarak duygusal zekâ seviyesi yüksek olan öğrencilerin akademik tükenmişliğinin düşeceği buna bağlı olarak akademik öz yeterlik ve genel öz yeterlik inançlarının artacağı söylenebilir.
Downloads
Metrics
References
Adilogullari, I., Senel, E. (2014). Examination of the Relationship between General Self-efficacy Beliefs, Emotional Intelligence Levels and Emotional Self-efficacy Levels of Students in School of Physical Education and Sport. Anthropologist, 18(3): 893-902.
Aslan, Ş., Özata, M. (2008). Duygusal zekâ ve tükenmişlik arasındaki ilişkilerin araştırılması: sağlık çalışanları örneği. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 30, 77–97.
Bandura, A. (2018). Albert Bandura And Social Learning Theory. Learning Theories For Early Years Practice, 63.
Bharwaney , G. (2007). Coaching executives to enhance emotional intelligence and increase productivity. In R. Bar - On , J.G. Maree , & M.J. Elias (Eds.), Educating people to be emotionally intelligent. Johannesburg, SA: Heinemann Educational Publishers.
Caruso, D. R., & Salovey P. (2004). The Emotionally Intelligent Manager: How to Develop and Use the Four Key Emotional Skills of Leadership. Jossey-Bass: San Francisco.
Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36, 1781–1795.
Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042–1054.
Çapri, B., Gündüz, B., Gökçakan, Z. (2011). Maslach tükenmişlik envanteri-öğrenci formu’nun (mte-öf) Türkçe'ye uyarlaması: geçerlik ve güvenirlik çalışması. Ç.Ü. Eğitim Fakültesi Dergisi, 40, 134–147.
Gürol, A., Özercan, G.M., & Yalçin, H. (2010).A comparative analysis of pre-service teachers’ perceptions of self-efficacy and emotional intelligence. Procedia Social and Behavioral Sciences, 2, 3246-3251.
Mayer, J. D., Salovey, P. (1997): What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.) Emotional Develeopment and Emotional Intelligence. New York: Basic Books.
Meydan, C. H., Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Detay Yayıncılık: Ankara.
Mulholland, J., Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243-261.
Rathi, N. ve Rastogi, R. (2009). Assessing the Relationship between Emotional Intelligence, Occupational Self-Efficacy and Organizational Commitment. Journal of the Indian Academy of Applied Psychology. 35(Special Issue), 93 – 102.
Salovey, P., Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Sarkhosh, M. ve Rezaee, A. A. (2014). How Does University Teachers’ Emotional Intelligence Relate To Their Self-Efficacy Beliefs? Porta Linguarum. 21, 85 – 100.
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464 – 481.
Schunk, D. H., Pajares, F. (2010). Self-efficacy beliefs. In Sana Järvelä (Ed.) Social and Emotional Aspects of Learning (2011, 668-672). Oxford: Elsevier: Academic Press.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177. Doi:http://dx.doi.org/10.1016/S0191-8869(98)00001-4.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic Performance: A Meta-Analytic Path-Analysis. Personality And Individual Differences, 120, 238-245.
Tabatabaei, S., Jashani, N., Mataji, M., Afsar, N. A. (2013). Enhancing staff health and job performance through emotional intelligence and self-efficacy. Procedia - Social and Behavioral Sciences, 84(9), 1666-1672.
Taylor, R. (1990). Interpretation of the correlation coefficient: A basic review. JDMS, 1, 35 - 39.
Villanueva, J. J., Sánchez, J. C. (2007). Trait emotional intelligence and leadership self-efficacy: Their relationship with collective efficacy. The Spanish Journal of Psychology, 10(2), 249-357.
Yılmaz, M., Gürçay, D., Ekici, G. (2007). Akademik öz yeterlik ölçeğinin Türkçeye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 33, 253 – 259.
Zimmerman, B.J., Schunk, D.H., Dibenedetto, M. K. (2017). The Role Of Self Efficacy And Related Beliefs In Self Regulation Of Learning And Performance. Handbook Of Competence And Motivation: Theory And Application: 313.
- http://userpage.fu-berlin.de/~health/turk.htm (25.07.2013 tarihinde saat 23.50'de erişim sağlandı).
- http://userpage.fu-berlin.de/health/engscal.htm (29.07.2013 tarihinde saat 14.50'de erişim sağlandı).
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
