职前教师学业自我效能感研究

Gülçin Kezban Saraçoğlu
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引用次数: 1

摘要

摘要本研究旨在探讨职前教师学业自我效能感与性别、高中专业、大学系是否存在显著差异。本研究采用定量研究模型之一的描述性调查模型进行。本研究以加济大学教育学院653名大一职前教师为研究对象。本研究采用方便抽样方法。采用百分比、频率、算术平均值、标准差、Kruskal-Wallis和t检验对《学业自我效能量表》收集的数据进行分析。研究发现,职前教师学业自我效能感水平与性别、高中专业、大学院系均无显著差异。研究结果还表明,职前教师的学业自我效能感水平处于“部分充分”的范围。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Study on preservice teachers’ academic self-efficacy
The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.
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