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ERIC Number: EJ1158013
Record Type: Journal
Publication Date: 2016-Mar
Pages: 21
Abstractor: As Provided
ISSN: ISSN-2324-805X
Effects of Self-Regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender
Seyhan, Hatice Güngör
Journal of Education and Training Studies, v4 n3 p97-117 Mar 2016
This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between the self-regulatory strategies and their chemistry self-efficacies of prospective science teachers. In the study, "Self-Regulatory Strategies Scale" and "Chemistry Self-Efficacy Scale" were used. As a result of the study, it was observed that these strategies used by prospective science teachers while studying for chemistry lesson and their chemistry self-efficacies changed according to the class level and gender factors. It was observed also at the end of the study that the significant of the relationship between self-regulatory strategies and chemistry self-efficacy levels differed depending on the class level.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A