科学教师课堂管理技能与认知灵活性的关系

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Esra Geçikli, Emre Ak
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引用次数: 0

摘要

摘要本研究旨在确定科学教师的认知灵活性与课堂管理技能之间的关系,并探讨教师认知灵活性与课堂管理技能之间的关系。本研究采用相关调查模型进行。在261名被试的研究中,试图通过描述性分析来解释科学教师的认知灵活性水平与课堂管理技能之间的关系,并通过结构方程模型(SEM)来解释教师的认知灵活性与课堂管理技能之间的关系。研究发现,科学教师具有较高的认知灵活性和课堂管理能力。此外,本文还构建并检验了认知灵活性子维度替代和控制变量与课堂管理技能的关联模型。模型的拟合指数表明,该模型在统计上是可接受的。结果表明,认知灵活性的替代子维度与课堂管理技能之间存在显著的正相关关系,而认知灵活性的控制子维度与课堂管理技能之间不存在显著的正相关关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relation between science teachers’ classroom management skills and their cognitive flexibility
ABSTRACT This study is intended to determine science teachers’ cognitive flexibility and their classroom management skills, and to examine the relationship between teachers’ cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants, science teachers’ levels of cognitive flexibility and their classroom management skills are tried to be explained through descriptive analyses, and the relation between teachers’ cognitive flexibility and their classroom management skills is explained through Structural Equation Model (SEM). It has been observed in the study that science teachers have a high level of cognitive flexibility and classroom management skills. In addition, a model correlating variable of alternatives and control, which are the sub-dimensions of cognitive flexibility, with classroom management skills has been built and tested. Fit indices of the model have demonstrated that the model is statistically acceptable. Findings show that there is a positive and significant relation between the alternatives sub-dimension of cognitive flexibility and classroom management skills while there is no significant relation between the control sub-dimension of cognitive flexibility and classroom management skills.
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来源期刊
Educational Studies-AESA
Educational Studies-AESA EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
33
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