Epistemological Predictors of Self Efficacy on Learning Biology'' and Test Anxiety Related to Evaluation of Learning on Biology'' for Pre-service Elementary Teachers
Küçük Resim Yok
Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with one another. Based on this relationship, the purpose of this study was to investigate the relationship between components of epistemological beliefs and sel-frefulation (self-efficacy and test-anxiety) on learning biology. The study was conducted with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected data was analyzed by the multiple linear regression technique. The results showed that only the belief about existence of one truth'' was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions and implications of the study will be discussed.
Açıklama
Anahtar Kelimeler
Self-efficacy, Test anxiety, Epistemological beliefs, Biology learning, Pre-service elementary teachers
Kaynak
Journal of Science Teacher Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
22
Sayı
7
