Sağlık Akademisyenlerinin Eğitim İnançları ile Öğrenen Özerkliğini Destekleme Davranışları Arasındaki İlişkinin İncelenmesi

Abstract

In this study, it was aimed to examine the relationship between the educational beliefs of health academics and their behaviors to support learner autonomy. Relational screening model was used. The study was completed with 186 health academics in the 2021-2022 Academic Year. Data; The data were collected with the 'personal information form' created by the researcher, 'Educational Beliefs Scale (EDS)' and 'Learning Autonomy Support Scale (SSS)'. Descriptive analysis, t-test, ANOVA and correlation analyzes were used in the evaluation. According to the research results, the highest philosophy adopted by academics is existentialism. Essentialism education approach is adopted more by male academicians. With the increase in the titles of academicians, the traditional understanding of education emerges. It has been determined that the rate of providing the opportunity for autonomy to the students of health academics is high, but the rate of support for decision making is low. In addition, a high level, negative significant relationship was found between the education belief of academicians and the total scores of the autonomy support scale. In this direction, it is recommended to create academic awareness trainings and learning environments that support learner autonomy to increase the two-way teacher-learner relationship in university life.