Pre-Service Science Teachers teaching self-efficacy in relation to personality traits and academic self-regulation

• Burcu Senler ^[1] ; Semra Sungur ^[2]
  1. [1] Muğla University

     Muğla University

     Turquía

     
  2. [2] Middle East Technical University

     Middle East Technical University

     Turquía

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Nº. 16, 2013, págs. 1-20
• Idioma: inglés
• DOI: 10.1017/sjp.2013.22
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen

  • The aim of this study is to examine the relationship among pre-service science teachers� personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers� Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers� teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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