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ERIC Number: EJ1085019
Record Type: Journal
Publication Date: 2016-Mar
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2324-805X
An Investigation on the Relationship between Prospective Teachers' Early Teacher Identity and Their Need for Cognition
Arpaci, Dilara; Bardak├ži, Mehmet
Journal of Education and Training Studies, v4 n3 p9-19 Mar 2016
Investigating the relationship between them can reveal important implications vital for classroom practice in teacher education institutions. Therefore, this study investigated the relationship between pre-service teachers' early teacher identity and their need for cognition. The research data was collected with the sample which consists of 449 students studying at Gaziantep Education Faculty. "Early Teacher Identity Measure (ETIM)" was used to measure pre-service teacher identities of teacher candidates. The data related to the need for cognition were collected by "Need for Cognition Scale (NFCS)", and the data related to the personal information of the students were gathered by "Personal Information Form". The relationship between early teacher identity and need for cognition was analysed through a Pearson Product Moment Correlation, and it was found that early teacher identity and need for cognition are two separate but related constructs (r = 0.62, p<0.01). This means that as the level of need for cognition increases, the participants' early teacher identity scores increase.
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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
Identifiers - Assessments and Surveys: Need for Cognition Scale
Grant or Contract Numbers: N/A