Sosyal öğrenme kuramı

Korkmaz, İsa

doi:10.14527/9786053186724.08

Cited by 13 publications

(13 citation statements)

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“…Self-efficacy of the individual is influenced by four sources; performance accomplishments, vicarious experience, verbal persuasion and emotional arousal (Bandura 1977). It is known that high self-efficacy level is a positive factor for individuals to be successful in their school and working lives, whereas low self-efficacy discourages individuals in their new attempts if they fail in their previous attempts (Korkmaz 2005).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish

Bakioğlu¹

2017

EUROPEAN J ED RES

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The aim of this study was to examine the psychometric properties of the Social Efficacy and Outcome Expectations Scale (SEOES) on Turkish. The sample group included two groups of university students (ns= 440, 359). The validity of the scale was assessed using exploratory factor analysis, confirmatory factor analysis and concurrent validity, and the reliability was assessed using Cronbach Alpha's internal consistency coefficient, test-retest method and item discrimination. The findings obtained from the exploratory factor analysis showed that 51.2 percent of total variance of the scale was explained and the scale consisted of two subdimensions like the original one. Confirmatory factor analysis indicated an acceptable fit to the data. The concurrent validity of the SEOES was respectively studied using (.65) Scale of Perceived Social Self-Efficacy; (.29) Satisfaction With Life Scale; and (-.36) UCLA Loneliness Scale. As for the scale's reliability, the internal consistency was determined to be .91; .92 for Social Efficacy Scale; and .81 for Outcome Expectations Scale. The results of test-retest result (.90) and the findings of item analysis showed that the items in Turkish version of the scales were compatible with the original one. The present results provide evidence supporting the validity and reliability Turkish version of the SEOES.

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Section: Introductionmentioning

confidence: 99%

Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish

Bakioğlu¹

2017

EUROPEAN J ED RES

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“…While individuals with high self-efficacy are individuals who are patient in their work, have self-confidence to be successful, and more successful in their professional lives; individuals with self-efficacy are desperate and unhappy, they consider themselves as incompetent, and avoid trying again in the case of a failure (Korkmaz, 2008). Teachers should give instruction based on students' needs, include wide range of activities that are appropriate to the qualities of each student, employ instruction methods based on cooperation and avoid evaluation approaches based on comparison of students (Senemoğlu, 2007).…”

Section: Belief Of Self-efficacymentioning

confidence: 99%

An Analysis on the Relationship Between Primary School Teachers' Self-Efficacy B

Ateş¹

2019

ijoess

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The purpose of this research is to investigate whether there is a significant relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education; the level of Self-Efficacy Belief and Attitude and whether they differ according to various variables. In the study, correlational survey model was employed in order to determine a relationship between attitudes and self-efficacy beliefs of primary school teachers towards gifted education. Two scales were used in the study. The scales are called as; "The Self-Efficacy Scale towards Gifted Education (SESTGS)" and "The Attitude Scale towards Gifted Education (ASTGS)". As result of the data analysis, it was seen that the levels of primary school teachers' self-efficacy beliefs towards gifted education were found at the medium level according to the sub-dimensions of academic efficacy, mentorship efficacy, and responsibility; and found at a high level according to the subdimensions of personal characteristics, supporting creativity efficacy, and instruction planning efficacy, and to the total averages. The self-efficacy beliefs of primary school teachers towards gifted education show a statistically significant difference in terms of the sub-dimensions of; personal characteristics, supporting creativity efficacy and instruction planning efficacy, and total averages according to the gender variable. This statistically significant difference is in favor of the male primary school teachers. The self-efficacy beliefs of primary school teachers towards gifted education do not demonstrate a statistically significant difference according to marital status and age variables. It is seen that there is a low-level, positive and significant relationship between the total self-efficacy beliefs and attitudes of primary school teachers towards gifted education.

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“…In learning by observation, being a role model teaches new behaviours, affects the frequency of learned behaviours and their repetitions, encourages behaviours prohibited before and increases the frequencies of similar behaviours, triggering the feelings (Yüksel, 2014). Environmental factors have an influence of decisions of the individuals, while the events happening in our immediate environment may lead the individual regarding how to behave (Korkmaz, 2011). Environmental education plays an important role in saving and improving the environment in which we live.…”

Section: -Motivationmentioning

confidence: 99%

“…By observing the behaviors demonstrated by the model, children learn what to do or not, how to motivate, how to use the environment as well as how to use objects. In addition, the high status of the models and the exemplary behaviors of the teachers and the leaders in the schools increase the interaction between the model and the observer (Korkmaz, 2011). There are four mediational processes of learning by observing in SLT (Bandura, 1978): (Bandura, 1978).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Adult Environmental Awareness Behaviours in terms of Social Learning Theory according to Perceptions of Primary and Secondary School Students

Ata

2018

IJHE

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It has been a well-known fact that educational activities are significant in approaches directed to permanent solutions for environmental problems. To grow individuals who have awareness on their surroundings and are conscious about environment can be considered as an effective way of dealing with these problems. It is necessary to inform individuals about environment and to make them have innovative perspectives, by having positive attitudes. That is, individuals must be encouraged to change their attitudes and behaviours in a positive way. It is not possible to realize these aims only by means of instructing them. Becoming role models for the young makes the process easier and provides permanent learnings. Within this context, Social Learning Theory (SLT), posited by Albert Bandura, argues that learning by observations and imitations are important for children to acquire new knowledge, attitudes or behaviours. The purpose of this current study was to evaluate the adult environmental awareness behaviours in terms of SLT according to perceptions of primary and secondary school students. The perceptions of students were examined in terms of some variables such as gender, school grade, school type, parents’ educational background. Screening method was employed as a research design in this study. The population of the study was comprised of primary and secondary school students in Amasya city of Turkey. A questionnare developed by the researcher and called as “Observation Questionnaire on Environmental Behaviours Displayed by Adults” was employed in order to determine how they perceive the adults in terms of environment. Analysis of data revealed that students’ perceptions towards adults’ environmental awareness behaviours showed differences in terms of gender, whereas there weren’t any significant differences in terms of school grade, school type and parents’ educational background.

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Sosyal öğrenme kuramı

Cited by 13 publications

References 0 publications

Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish

Psychometric Properties of Adaptation of the Social Efficacy and Outcome Expectations Scale to Turkish

An Analysis on the Relationship Between Primary School Teachers' Self-Efficacy B

Evaluation of Adult Environmental Awareness Behaviours in terms of Social Learning Theory according to Perceptions of Primary and Secondary School Students

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