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ERIC Number: EJ1050556
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1303-0485
Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level
Çaliskan, Muhittin
Educational Sciences: Theory and Practice, v14 n5 p1816-1821 2014
In this study, the effect of cognitive entry behaviors and affective entry characteristics on learning level was investigated. The study was conducted on 258 first year students attending the Faculty of Education in the autumn semester of the 2011-2012 academic year. The study was conducted using the relational survey model and data was collected using the "Cognitive Entry Behaviors Test," "Scale of Interest for the Course on Introduction to Education," "Scale of Attitude for the Course on Introduction to Education," "Academic Self-Efficacy Scale," and "Achievement Test." It was concluded in the study that in a university-level course the variable of cognitive entry behaviors had a significant and medium-level effect on learning level in a university level course not exhibiting a strict sequential relationship, whereas the variable of affective entry characteristics did not have a significant effect on learning level. The two variables together accounted for 6% of the variability on learning level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A