Educational Beliefs and Academic Self-Efficacy of Students in Formation Training

Autor/in	Tasgin, Ozden
Titel	Educational Beliefs and Academic Self-Efficacy of Students in Formation Training
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 1, S.574-588 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Beliefs; Educational Philosophy; Academic Achievement; Self Efficacy; Preservice Teachers; Preservice Teacher Education; Young Adults; Correlation; Age Differences; Gender Differences; Well Being; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Belief; Glaube; Bildungsphilosophie; Erziehungsphilosophie; Schulleistung; Self-efficacy; Selbstwirksamkeit; Lehramtsstudiengang; Lehrerausbildung; Young adult; Junger Erwachsener; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Well-being; Wellness; Wohlbefinden; Ausland; Türkei
Abstract	The aim of the study was to examine the educational beliefs and academic self-efficacy of the students in formation training via various variables. The participants were selected using appropriate sampling method on voluntary basis among students who had received formation training in the faculties of education, in Turkey. A total of 668 formation students (519 women (77.7%) and 179 men (22.3%) took part in the study. The educational beliefs of the participants were collected through a personal information form, Yilmaz et al. (2011) and Educational Beliefs Scale (EIÖ) developed by Yilmaz et al. (2007) adapted by the Turkish, developed by Jerusalem and Schwarzer (1981) "Academic Self-Efficacy Scale". The data were analyzed using descriptive statistical methods, such as percentage and frequency were used to determine the distribution of participants' personal information, and the skew and kurtosis values of the data were checked by Kolmogorov-Smirnov test to determine whether the data showed normal distribution. T-test, Anova test, and Tukey HSD multiple comparison test were used to determine the group of significant differences ([alpha] = 0.05). As a result, it was concluded that gender was an important variable in educational belief and academic self-efficacy perception and caused significant difference. In addition, a significant correlation between belief in education and academic self-efficacy was found. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01