RELATIONS BETWEEN GOAL ORIENTATIONS, ACADEMIC AND TEACHER SELF EFFICACY IN PREDICTING ACHIEVEMENT

Abstract

The fundamental aims of education are learning and achievement. In education, students are expected to learn the academic content and demonstrate an acceptable level of performance. In this respect, motivation is a crucial factor on academic performance and learning of students. Recent theories on academic motivation are based on cognitive aspects compared to drive or reinforcement based earlier explanations. The aim of the study was to investigate the relationships between goal orientations, academic self-efficacy, and teacher sense of efficacy and the predictive roles of these variables on preservice teachers' academic achievement. The participants of the study were 636 pre-service teachers from the Elementary Mathematics Education, Social Science Education, Primary Education and Foreign Language Education Departments at Istanbul University. The sample was composed of 352 males and 275 females. Eleven participants provided no gender information. In the data collection phase, 2X2 Goal Orientations Scale (Akin, 2006), Academic Self-efficacy Scale (Owen & Froman, 1988) and Teacher Self-efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001) were used. In the quantitative analysis, significant relations were identified between the goal orientations, academic self-efficacy and teacher self-efficacy of pre-service teachers. The regression analysis demonstrated that pre-service teachers goal orientations, academic self-efficacy and teacher sense of efficacy had predictive roles on their academic achievement. (C) 2017 Published by Future Academy