Üniversite Araştırmaları Dergisi

Yazarlar: Mustafa ÖZGENEL, Ayşenur DENİZ

Konular:Sosyal

DOI:10.32329/uad.806826

Anahtar Kelimeler:Professional Attitude,Academic Motivation,Academic Self-Efficacy

Özet: The aim of this study is to examine the relationship between the attitudes of the students studying at the faculty of education towards the teaching profession and their academic self-efficacy and academic motivation levels. The study was carried out according to the relational survey model. The sample of the study consists of education faculty students studying at a foundation university selected in Istanbul in the 2018-2019 academic year. Since the population is not large enough to choose a sample, the entire population was taken as a sample. 259 education faculty students were reached within the scope of the research. Personal Information Form, “ Attitude Scale towards Teaching Profession”, “Academic Self-Efficacy Scale” and “Academic Motivation Scale” were used as data collection tools in the study. During the data analysis process, independent group t-test, Pearson correlation analysis, one-way analysis of variance (ANOVA) and regression analysis techniques were used. According to the findings of the research, it was determined that while the attitudes of the education faculty students towards the teaching profession were “very low”, their academic self-efficacy and academic motivation were “low”. It has been determined that there is a positive and moderate relationship between students’ academic self-efficacy and professional attitudes, a positive and high level between their academic competencies and their academic motivation levels, a positive and medium-level significant relationship between professional attitudes and academic motivation levels. It was observed that the students’ professional attitude, academic motivation and academic self-efficacy levels did not differ significantly according to the variables of gender, income level, place of education and grade level. Students’ professional attitudes to the department they studied; academic motivation levels showed a significant difference according to their satisfaction with their lives.

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