Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation


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Senler B., Sungur-Vural S.

SPANISH JOURNAL OF PSYCHOLOGY, vol.16, 2013 (Peer-Reviewed Journal) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 16
  • Publication Date: 2013
  • Doi Number: 10.1017/sjp.2013.22
  • Journal Name: SPANISH JOURNAL OF PSYCHOLOGY
  • Journal Indexes: Social Sciences Citation Index, Scopus
  • Keywords: personality traits, self-regulation, teaching self-efficacy, MOTIVATIONAL BELIEFS, LEARNING-STRATEGIES, GOAL ORIENTATIONS, ACHIEVEMENT GOALS, JOB-SATISFACTION, GIFTED STUDENTS, 5-FACTOR MODEL, CLASSROOM, PERFORMANCE, SENSE

Abstract

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.