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Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology

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  • Huseyin Ates
  • Asli Saylan

Abstract

The purpose of this research was to examine pre-service science teachers’ academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa, 2006) and Academic Self-efficacy Scale (ASES) (Woo, 1999). The findings revealed that pre-service science teachers’ academic self-efficacy and academic motivation toward biology are high. Additionally, combination of the independent variables was significantly related to the academic self-efficacy scores, while it was not significantly related to the academic motivation. More specifically, it was found that only university variable made a statistically significant contribution to the prediction of pre-service science teachers’ academic motivation and academic self-efficacy. There were strong, positive correlations between pre-service science teachers’ academic motivation and academic self-efficacy and subdimensions of AMS and ASES except ‘test anxiety’. The relationship of test anxiety with all of the subdimensions was small.Â

Suggested Citation

  • Huseyin Ates & Asli Saylan, 2015. "Investigation of Pre-Service Science Teachers’ Academic Self-Efficacy and Academic Motivation toward Biology," International Journal of Higher Education, Sciedu Press, vol. 4(3), pages 1-90, August.
    • Handle: RePEc:jfr:ijhe11:v:4:y:2015:i:3:p:90
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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