Prospective Preschool Teachers’ Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills

Rabia Ozen UYAR; Melek Merve YİLMAZ GENC; Mustafa YASAR

doi:https://doi.org/10.12973/eu-jer.7.3.601

Makale detayları

Prospective Preschool Teachers’ Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills

Yazarlar:

Rabia Ozen UYAR | Melek Merve YİLMAZ GENC | Mustafa YASAR

Yayıncı:

Eurasian Society of Educational Research

Ana Başlıklar:

Eğitim

Dergi:

European Journal of Educational Research 2018 Vol.7 Issue 3, pp.601-613

Belge Tipi:

Makale

Yayın Tarihi:

7/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000783753

Sıklık:

Üç Aylık

eISSN:

2165-8714

pISSN:

2165-8714

DOI:

https://doi.org/10.12973/eu-jer.7.3.601

Özet:

 


The
aim of this study is to explain and predict prospective preschool teachers’
academic achievements depending on goal orientations they adopt, their critical
thinking dispositions and self-regulation skills. Research sample constitutes
of 265 prospective preschool teachers attending the Faculty of Educational
Sciences in Cukurova University. Research data were collected with the
2x2Achievement Goal Orientations Scale, Self-Regulation Questionnaire and
Critical Thinking Disposition Scale. Demographical information about
prospective teachers’ gender, age, grade level and academic grade point
averages were obtained with the personal information form. For the analysis of
research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis
were used. In this study; it was concluded that prospective teachers with high
level of learning approach orientation, critical thinking disposition and
self-regulation skills had higher levels of academic achievement. However, it
was determined that distinguishing variables among prospective preschool
teachers with low, medium and high level of academic achievement included learning
approach, performance approach goal orientation and critical thinking
disposition and self-regulation skills. Correct classification percentage of
distinguishing variables according to prospective preschool teachers’ levels of
academic achievement was determined as 48.8%. Considering the fact that
prospective teachers’ achievement-goal orientations, critical thinking
dispositions and self-regulation skills may increase their academic achievement
and shape their future teaching performances, it is suggested to implement
programs that will contribute to the development of such skills and
orientations among prospective preschool teachers.


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Makale detayları

Prospective Preschool Teachers’ Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills

Yazarlar: Rabia Ozen UYAR | Melek Merve YİLMAZ GENC | Mustafa YASAR

Yayıncı: Eurasian Society of Educational Research

Ana Başlıklar: Eğitim

Dergi: European Journal of Educational Research 2018 Vol.7 Issue 3, pp.601-613

Belge Tipi: Makale

Yayın Tarihi: 7/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000783753

Sıklık: Üç Aylık

eISSN: 2165-8714

pISSN: 2165-8714

DOI: https://doi.org/10.12973/eu-jer.7.3.601

Sayı

Yazarlar:

Rabia Ozen UYAR | Melek Merve YİLMAZ GENC | Mustafa YASAR

Yayıncı:

Eurasian Society of Educational Research

Ana Başlıklar:

Eğitim

Dergi:

European Journal of Educational Research 2018 Vol.7 Issue 3, pp.601-613

Belge Tipi:

Makale

Yayın Tarihi:

7/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000783753

Sıklık:

Üç Aylık

eISSN:

2165-8714

pISSN:

2165-8714

DOI:

https://doi.org/10.12973/eu-jer.7.3.601