İlk Okuma Yazma Öğretimine Yönelik Öz Yeterlik Ölçeğinin Geliştirilmesi

Delican, Burak

doi:10.7827/turkishstudies.9277

Cited by 9 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a data collection tool First Reading and Writing Teaching Self-Efficacy Scale (RWES) developed by Delican (2016) was made use of to determine the primary school preservice teachers' beliefs of competence, and for the self-efficacy belief in Mathematics, "Mathematics Teaching Efficacy Belief Instrument" developed by Enoch et al 2000was applied.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

Yilmaz

Turan

2020

Participatory Educational Research

View full text Add to dashboard Cite

The aim of the study is to determine the relationship between primary school pre-service teachers' self-efficacy beliefs in teaching Mathematics and First Reading and Writing courses. The sample consists of 484 1st and 4th grade pre-service teachers selected from four universities in Turkey. In the study, Mathematics and First Reading and Writing Teaching Self-Efficacy Scale were used as data collection tools. Besides descriptive statistical techniques, Independent Sample T-test was used to determine whether the pre-service teachers' self-efficacy beliefs differed according to some factors and Pearson Product-Moment Correlation analysis was used to determine the relationship between the pre-service teachers' beliefs in teaching Math and First Reading and Writing. As a result of the research, it was found that the levels of self-efficacy beliefs of the primary school pre-service teachers in two courses were found to be high, that there was no significant difference according to gender, that the self-efficacy beliefs of the 4th grade pre-service teachers were higher in the Mathematics teaching, and that the self-efficacy beliefs of the pre-service teachers who chose the profession voluntarily were higher for teaching Mathematics. It was also revealed that there was a moderate positive relationship between self-efficacy beliefs of the pre-service teachers in teaching for both courses.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Self-Efficacy Scale formed by Delican (2016) was developed by applying it to 256 primary school pre-service teachers in 3rd and 4th grades. The 25-58, the 59-92, and the 93-125 point ranges from the scale represent low, medium and high self-efficacy beliefs, respectively.…”

Section: Methodsmentioning

confidence: 99%

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

Yilmaz

Turan

2020

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…In many of these studies, the effect of a method or practice on self-efficacy or the relationship between it and another variable was examined. In the literature, many scale adaptation (Epçaçan & Demirel, 2011;Demir, 2014;Demirkol, 2023;Karatay et al, 2018;Keskin & Atmaca, 2014;Yılmaz Soylu & Akkoyunlu, 2019) and development (Akkaya & Çıvğın, 2020;Çarkıt & Altun, 2020;Çocuk et al, 2015;Delican, 2017;Durukan & Maden, 2012;Güneş et al, 2017;Hasırcı Aksoy et al, 2021;Karadeniz, 2014;Katrancı & Melanlıoğlu, 2013;Kotaman, 2009;Şahin & Öztahtalı, 2019;Ulu, 2018;Ülper et al, 2013) studies have been conducted to measure students', teachers', prospective teachers' and parents' self-efficacy perceptions towards Turkish language courses and language skills. There are also scale adaptation and development studies on self-efficacy in the field of teaching Turkish to foreigners (Büyükikiz, 2012;Güngör & Kan, 2020;Kurudayıoğlu & Güngör, 2017;Sallabaş, 2013;Sevim & Varışoğlu, 2023;Tulumcu, 2014;Varışoğlu & Sevim, 2022).…”

Section: Sourcementioning

confidence: 99%

“…While creating the Self-Efficacy Scale for Turkish Lesson, a group of 25 students were asked to write a text that could reveal students' self-efficacy perceptions towards Turkish lesson. An item pool of 60 positive and negative self-efficacy items was created by utilizing these texts written by the students and self-efficacy scale adaptation (Demir, 2014;Demirkol, 2023;Karatay et al, 2018;Keskin & Atmaca, 2014;Yılmaz Soylu & Akkoyunlu, 2019) and development studies (Akkaya & Çıvğın, 2020;Çarkıt & Altun, 2020;Çocuk et al, 2015;Delican, 2017;Durukan & Maden, 2012;Epçaçan & Demirel, 2011;Güneş et al, 2017;Hasırcı Aksoy et al, 2021;Karadeniz, 2014;Katrancı & Melanlıoğlu, 2013;Kotaman, 2009;Şahin & Öztahtalı, 2019;Ulu, 2018;Ülper et al, 2013) in the literature. While creating these items, attention was paid to reflecting the elements that make up the Turkish courses in order to increase content validity.…”

Section: Creation Of the Item Poolmentioning

confidence: 99%

Self-Efficacy Scale for Turkish Lesson: A Study of Validity and Reliability

TAŞKIN

2023

İnsan Ve Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

A significant role is played by the idea of self-efficacy, which involves students' perceptions of their unique skills and ability to do well in Turkish lectures. The purpose of this study is to create a measurement tool that is both valid and reliable for assessing secondary school students' self-efficacy toward Turkish language instruction. In the 2022–2023 academic year, 420 kids who are enrolled in the fifth, sixth, seventh, and eighth grades at four different public secondary schools in Aksaray city center make up the study group. The package applications AMOS 24.00 and SPSS 22.00 were used to analyze the data. To test the scale's construct validity, factor analysis was done. The exploratory factor analysis produced a 4-factor scale with 23 items as a result. A total of 52.088% of the variance is explained by the scale. The scale's 4-factor structure was verified by confirmatory factor analysis. The fit indices derived by confirmatory factor analysis were found to exhibit satisfactory or outstanding fit. The reliability of the scale's items was evaluated using analyses, and it was found that the scale's Cronbach's Alpha internal consistency coefficient was .89. The research's findings demonstrate that the scale that was created in response to them is a reliable and valid measurement tool for assessing secondary school students' self-efficacy toward Turkish courses. The self-efficacy of fifth, sixth, seventh, and eighth-grade pupils toward Turkish classes can be assessed using this scale.

show abstract

“…The data collection tool titled "Self-Efficacy Scale for Teaching First Reading and Writing" developed by Delican (2016) was used as the data collection tool subject to the author's permit. Developed to measure the self-efficacy levels of teacher candidates for teaching first reading and writing, the scale is made up of 25 items and 3 sub-dimensions.…”

Section: Data Collection Toolmentioning

confidence: 99%

Self-efficacy of teacher candidates for teaching first reading and writing

Gündoğmuş¹

2018

Educ. Res. Rev.

View full text Add to dashboard Cite

The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were analyzed on the basis of gender and academic year. The screening model was used in the study. The study group is made up of 165 teacher candidates in their 3rd and 4th year in the department of primary school teaching. The "Self-Efficacy Scale for Teaching First Reading and Writing" developed by Delican (2016) was used as the data collection tool. Descriptive statistics and independent samples t-test were used for data analysis. It was found in the study that self-efficacy of teacher candidates for teaching first reading and writing is intermediate, the self-efficacy for teaching first reading and writing shows a statistically significant difference and female teacher candidates have higher self-efficacy for teaching first reading and writing than male teacher candidates; however the academic year does not have any significant effect on the self-efficacy for teaching first reading and writing. Based on the study, suggestions were made to ensure that teacher candidates teach first reading and writing effectively.

show abstract

İlk Okuma Yazma Öğretimine Yönelik Öz Yeterlik Ölçeğinin Geliştirilmesi

Cited by 9 publications

References 0 publications

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

Self- efficacy beliefs of pre-service teachers in teaching First Reading and Writing and Mathematics

Self-Efficacy Scale for Turkish Lesson: A Study of Validity and Reliability

Self-efficacy of teacher candidates for teaching first reading and writing

Contact Info

Product

Resources

About