Browsing by Subject "Self-efficacy"
Now showing 1 - 8 of 8
Results Per Page
Sort Options
Item Open Access Comparison of imposter-related groups based in PISA 2018 dataset(Bilkent University, 2023-01) Koç, ElifComparison of imposter-related groups based in PISA 2018 dataset Fraudulent feelings affect some people in a way that they don’t attribute their success to effort and intelligence. Instead, they feel that they succeed because of luck or a mistake. These people are said to have imposter syndrome (Koç Doğan & Yenel, 2022). Identification of factors associated with imposter syndrome during school years may help (Corkett & Benevides, 2011). The study aims to examine the differences between three student groups: students with imposter feeling, students with imposter syndrome, and students without imposter syndrome based on PISA 2018 data. The students were separated into three groups, which are students with imposter feeling, students with imposter syndrome and without imposter syndrome, according to their self-efficacy, fear of failure, and mathematical literacy performances. Comparisons among three groups were made with respect to variables that are associated with imposter syndrome. The means of each group were compared. Results indicated that imposter syndrome and imposter feeling could be related to students’ economic, social, and cultural status, sense of belonging to the school, parental support, and attitudes toward competition.Item Open Access The Identity (RE) construction of nonnative english teacers stepping into native turkish teachers' shoes(Bilkent University, 2015) Mutlu, SevcanThis study aimed to investigate how the changing role from a nonnative English teacher to a native Turkish teacher affects teachers’ identity construction in terms of self-image, self-efficacy, and beliefs about teaching and learning. In this respect, the study explored the experiences of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish, as native teachers. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were analyzed according to Boyatzis’ (1998) thematic analysis. Initially, each participant’s data were examined on paper copies to discover the themes that naturally emerged. After that, the emerging themes in the initial analysis were color-coded and related to three sensitizing concepts, which were a) self-image b) self-efficacy c) beliefs about teaching and learning. The findings of this study revealed that a) being a native teacher contributed to the participants’ self-images, b) being trained in ELT and being experienced in teaching English were more influential in the participants’ perceptions of their teaching abilities, c) being a native speaker and knowing a language were not enough to be able to teach a language, d) knowing how to teach a language could also facilitate teaching another language, and e) students, colleagues, and the socialization process had effect on teachers’ identity. The changes in their self-image, self-efficacy and beliefs about teaching and learning indicated the identity reconstruction of nonnative English teachers who shifted their roles to native Turkish teachers. Considering these results, this study supported the existing literature in that a) teacher identity is multiple and has a shifting nature, and b) teacher identity is in conflict and flux. It was also concluded that the way the participants were raised as English teachers shape their identities, and the participants’ identities are more rooted in English language teaching because of being trained in that.Item Open Access The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes(Routledge, 2016) Mutlu, S.; Ortaçtepe, D.The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image, self-efficacy, and beliefs about teaching/learning. The data were collected mainly through three different instruments: a personal data questionnaire, ongoing controlled journals along with follow-up questions, and interviews. All the qualitative data were first analyzed according to Boyatzis’ [(1998). Transforming qualitative information: Thematic analysis and code development. Sage) thematic analysis, and then the emerging themes were related to three sensitizing concepts, which were (a) self-image, (b) self-efficacy, and (c) beliefs about teaching and learning. The findings revealed that (a) the participating teachers in this study had high(er) self-efficacy but low(er) self-image when teaching English compared to Turkish because of their idealization of native speaker norms; (b) their multiple identities were interacting with each other, and shifting from being a native to a nonnative, and a language teacher to a language user; and (c) their beliefs about teaching and learning coming from their core identity as an English language teacher worked as a catalyst in this process.Item Open Access The influence of early efficacy beliefs on teams' reactions to failing to reach performance goals(Blackwell Publishing Ltd, 2011) Porter, C. O. L. H.; Gogus, I.; Yu, R. C. F.Although a considerable amount of theoretical and empirical attention has been devoted to understanding individuals' responses to goal–performance discrepancies (GPDs), little attention has been devoted to examining how teams respond to GPDs. The present research sought to examine how teams responded to negative GPDs. We predicted that failing to reach higher goals would be perceived as less negative than failing to reach lower goals, and we examined the moderating influence of setting higher versus lower goals on how teams responded to performance that fell short of those goals. We also examined the role that efficacy beliefs that were formed early in those teams played in further explaining these effects. Results from 94 teams who all failed to reach self-set goals revealed that teams that failed to reach higher goals downwardly revised their goals less than teams that failed to reach lower goals. Early efficacy beliefs further explained these effects. High efficacy beliefs lessened the negative effects of failing to reach lower goals on subsequent goals. High efficacy beliefs also lessened the negative effects of failing to reach higher goals while low efficacy beliefs strengthened the negative effects of failing to reach higher goals. The implications of these findings for theory, research, and practice are discussed.Item Open Access International Baccalaureate Diploma Programme teachers’ practices and perceived self-efficacy regarding the development of Theory of Knowledge students’ critical thinking(Bilkent University, 2024-01) Gönen, İremThis present study investigated the Theory of Knowledge teachers’ perceptions regarding the definition of critical thinking, implementation of critical thinking, and their perceived self-efficacy. A questionnaire was used to collect data from 77 Turkish and international teachers. Following the interviews, selected respondents agreed to be interviewed to provide further insights into the analysis. Correlational design was used to examine the relation between participants’ perceived self-efficacy and a number of variables, including experience, subject area, and professional development. The results found significant relationships between the participants’ perceptions of their self-efficacy and their education level and International Baccalaureate professional development. Furthermore, the study provides insights into teaching methods and resources teachers often use to support students’ critical thinking during their Theory of Knowledge courses. In general, Theory of Knowledge teachers perceive critical thinking is integral to their course. Teachers’ self-efficacy regarding developing students’ critical thinking may be improved through targeted professional development courses.Item Open Access Investigating self efficacy beliefs and algebraic knowledge of Turkish middle school mathematics teachers by the interaction of age groups and teaching degrees(Bilkent University, 2017-02) Can, GülhanThe purpose of the current study was to investigate whether there was a statistically significant relationship between Turkish middle school mathematics teachers’ knowledge for teaching algebra, self-efficacy beliefs, age groups, and teaching certification types. Participants of this study were 43 middle school mathematics teachers from 15 randomly selected state schools in a socio-economically low-risk district of Ankara. For the data collection, mathematical knowledge for teaching patterns, functions, and algebra scale and mathematics teaching efficacy beliefs instrument were used. Data were analysed with multivariate analysis of variance approach. The dependent variables were teachers’ patterns, functions, and algebra knowledge and their self-efficacy scores while the independent variables were age groups and certification types (faculty of education certified and alternatively certified). The analysis disclosed that there was no statistically significant difference between two age groups and certification types in mathematical knowledge or self-efficacy beliefs of teachers. Results were discussed with respect to recruitment and placement system in teacher education and quality of professional development programs for in-service teachers.Item Open Access An investigation of factors related to self-efficacy for java programming among engineering students(2009-01) Askar, P.; Davenport, D.The purpose of this study was to examine the factors related to self-efficacy for Java programming among first year engineering students. An instrument assessing Java programming self-efficacy was developed from the computer programming self-efficacy scale of Ramalingam & Wiedenbeck. The instrument was administered at the beginning of the course via Internet with a questionnaire concerning gender, department, computer skills, computer experience, frequency of computer use and family background. Results indicated that self-efficacy of males were stonger than females, 11. 8 % of the variance in self-efficacy was explained by computer experience, the correlation coefficient calculated with the regression factor score of computer skills and self-efficacy scores was statistically significant. In addition siblings use of computers was significant and the mother's role was critical. © The Turkish Online Journal of Educational Technology 2002.Item Open Access The relationship between novice and experienced teachers' self-efficacy for classroom management and students' perceptions of their teachers' classroom management(Bilkent University, 2004) Yılmaz, ElifThis study explored the relationship between novice and experienced teachers’ self-efficacy for classroom management and students’ perceptions of their teachers’ classroom management. The study was conducted with 10 novice and 10 experienced English teachers and 295 students of those teachers at Marmara University Department of Foreign Languages Preparatory School in the spring semester of 2004. Data were collected through two questionnaires and interviews done with 16 of the 20 teachers. The questionnaire administered to teachers measured teachers’ selfefficacy for classroom management. The questionnaire completed by students provided data about their perceptions of teachers’ actual classroom management practices. Both the teacher and student questionnaires consisted of 36 Likert scale items. The interviews provided insight into teachers’ feelings, experiences, and practices concerning classroom management. To analyze the data, t-tests and Kendall’s tau were calculated. The results reveal that teachers have high efficacy for classroom management. When the two groups were compared, novice and experienced teachers were found to differ in their self-efficacy for classroom management, but not in their efficacy for personal teaching and external influences. Students did not distinguish between novice and experienced teachers’ classroom management, viewing both positively. No significant relationship was found between teachers’ efficacy levels and students’ perceptions. In order to improve teachers' efficacy for classroom management, in-service training programs and regular meetings where teachers share their experiences can be held. Teachers may also spare time for class discussions or administering questionnaires to their students to learn about their students' perceptions of their own teaching and classroom management practices.