Examination of Occupational Anxiety Levels and Academic Self-efficacy of Physical Education Teacher Candidates

Pehlevan, Zeka; Muştu, Eda; Çepikkurt, Fatma

doi:10.13189/ujer.2017.051109

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…In another study concerning the subject, a difference according to the academic achievement of teacher candidates according to their professional anxiety levels was stated (Sadıkoğlu et al, 2018). Pehlevan, Muştu, and Çepikkurt (2017) found a negative correlation between self-efficacy and professional anxiety in their study on the sample of physical education teacher candidates.…”

Section: Discussionmentioning

confidence: 95%

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

Arıkan¹

2020

IES

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This study aims to determine the levels of teacher and trainer candidates in the university education process, in line with the findings obtained in the dimensions of professional anxiety and self-efficacy and their sub-dimensions as a result of examining the professional anxiety and self-efficacy perceptions of teacher and trainer candidates. In this study in the screening model, the research group consisted of 311 trainer and physical education and sports teacher candidates, 135 women and 176 men, who studied at Harran University School of Physical Education and Sports in the fall semester 2017-2018. In line with the purpose of the study, the tests correlated to the teacher candidates’ academic self-efficacy, the level of professional anxiety, some demographic characteristics of the teacher candidates, professional concerns, and academic self-efficacy were applied. The tools used for these tests are the “Teacher Candidate Anxiety Scale” adapted from Borich (1996) and developed by Saban, Korkmaz, and Akbaş (2004) and the “Academic self-efficacy scale” developed by Jerusalem and Schwarzer (1981). The adaptation, reliability, and validity study of the scale into Turkish was also applied by Yılmaz et al. (2007). Descriptive statistics and multiple regression analyses were performed on the data file formed by transferring the data collected within the scope of the study to the SPSS 22.0 program. Simultaneously, simple linear regression analyzes were conducted in which academic self-efficacy was accepted as the independent variable, and occupational anxiety was considered the dependent variable. In the study, the average score of teacher candidates’ academic self-efficacy was determined as 21.44 high. Together, these variables explain 4% of the change in student-centered anxiety. Academic self-efficacy reveals 9% of the self-centered anxiety dimension, 6% of the task-centered anxiety dimension, and 5% of the student-centered anxiety dimension. It can be said that self-efficacy perceptions are predictors of professional anxiety levels for teacher candidates. It is believed that determining the reason for teacher candidates’ low self-efficacy and anxiety scores in programs that train them in the education process and studies to be conducted on these reasons will positively affect the academic self-efficacy and professional anxiety levels of Physical Education and Sports Teacher candidates.

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Section: Discussionmentioning

confidence: 95%

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

Arıkan¹

2020

IES

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Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

Oostveen

Walters

Chartier

et al. 2020

Sport, Education and Society

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Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Baydar¹

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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In this study, the association between emotional intelligence levels and academic self-efficacy was investigated for preservice primary teachers in the education faculty. A total of 60 preservice teachers, 43 women and 17 men, participated in this research which used the relational screening model. As data collection measures, the Emotional Intelligence and Academic Self-Efficacy scales were used. The Emotional Intelligence Scale is a 20-item, Likert-type scale developed by Hyuneung Lee and Yungjung Kwak and adapted to Turkish by Şehri Nur Kayıhan and Serhat Arslan. It comprises the subdimensions of emotional recognition, emotional facilitation and emotional regulation. The College Academic Self-Efficacy Scale is a Likert-type scale with 33 items developed by Owen and Robin Froman and adapted to Turkish by Gülay Ekici. It consists of three subdimensions of social status, cognitive applications and technical skills. The results of the research show that there were no differences in emotional intelligence and academic self-efficacy total points and subdimensions according to the gender variable. Emotional intelligence total points were understood to positively and significantly affect academic self-efficacy total points. The subdimension of emotional recognition predicted academic self-efficacy at significant levels.

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Examination of Occupational Anxiety Levels and Academic Self-efficacy of Physical Education Teacher Candidates

Abstract: This study aims at determining the occupational anxiety level of pre-service physical education teachers according to variables, and revealing the correlation between occupational anxiety and academic self-efficacy.

Cited by 3 publications

References 25 publications

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE)

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

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