Academic Self-Efficacy and Prospective ELT Teachers' Achievement

Bu çalışma, aday İngilizce öğretmenlerinin akademik öz yeterlik inançları ile dil başarıları arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Veriler, İngiliz Dili Eğitimi bölümünde eğitim gören öğrencilerden toplanmıştır. Çalışmada, Owen ve Froman (1988) tarafından geliştirilen akademik öz yeterlik ölçeğinden uyarlanan ve 33 maddeden oluşan beşli Likert ölçeği kullanılmıştır. Güvenilirlik r= .827 bulunmuştur. Bu çalışma, aday İngilizce öğretmenlerinin akademik öz yeterlik inançları ile başarıları arasında belirgin bir ilişki olduğunu göstermiştir.

Akademik Öz Yeterlik ve Aday İngilizce Öğretmenlerinin Başarısı

This study aims to scrutinize the possible relationship between academic self-efficacy beliefs and foreign language achievement among prospective ELT teachers. To do so, the data for the study were collected through a questionnaire, College Academic Self-Efficacy Scale adapted from Owen & Froman (1988), consisting of 33 items measuring male and female ELT students' Academic Self-Efficacy Beliefs as a whole. The scale is a 5point Likert scale ranging from 'very little' (1) 'quite a lot' (5). The reliability was found r= .827. In this study it has been observed that there is statistically a significant relationship between academic self-efficacy beliefs and prospective ELT teachers' achievement among male and female groups. © 2015 JLLS and the Authors - Published by JLLS

Kaynakça

Bandura, A. (1997). Self-esteem: the Exercise of Control. New York: Freeman.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self- efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality & Social Psychology, 41(3), 586-598.

Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self- efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Collins, J.L. (1982). Self-efficacy and ability in achievement behaviour. Paper presented at the American Educational Research Association.

Lent, RW., Brown, S.D. & Gore, P.A. (1997). Discriminant and predictive validity of academic self- concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44, 307-315.

Lent, R. W., Brown, S. D., & Larkin, K. C. (1984). Relation of self-efficacy expectations to academic achievement and persistence. Journal of Counseling Psychology,31(3), 356-362.

Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33, 165-169.

Lorsbach, A. W. & Jinks, J. L. (1999). Self-Efficacy Theory and Learning Environment Research. Learning Environments Research, 2, 157-167.

Mone, M. A., Baker, D. D. and Jeffries, F. (1995) Predictive validity and time dependency of selfefficacy, self-esteem, personal goals, and academic performance. Educational and Psychological Measurement 55(5), 716-727.

Pajares, (1996). Self-efficacy beliefs in academic settings, Review of Educational Research 66(4) (), 543-578.

Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.

Pajares, F. Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in Mathematical Problem-Solving. A path analysis . Journal of Educational Psychology, 86, 193 - 203.

Payne, J. (2003). Choice at the end of compulsory schooling: A review of research. RR414. London: Department for Education and Skills.

Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33e40.

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications Englewood Cliffs, N.J.: Merrill.

Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle, NJ: Prentice Hall.

Schunk, D. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psycholigist, 26, 207-231.

Skaalvik, S., & Skaalvik, E. M. (2005). Self-concept, motivational orientation, and help seeking behavior in mathematics: A study of adults returning to high school. Social Psychology of Education, 8, 285-302.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.

Zimmerman and M. Martinez-Pons, (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use, Journal of Educational Psychology 82, 51-59.

Kaynak Göster