Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example)

Meltem Gökdağ Baltaoğlu,Meral Güven

doi:10.15700/saje.v39n2a1579

Abstract

The purpose of this study is to analyse the relationship between the perceptions of self-efficacy, as well as learning styles and strategies of teacher candidates at Anadolu University, in terms of various variables. We used correlational analysis to define the relationship between efficacy, learning styles, and strategies. The research population of the study comprised teacher candidates who were selected by “convenience sampling” among teacher candidates from various teacher education programs and levels at Anadolu University Faculty of Education. Three different assessment tools were used for data collection: the “Teacher Self-Efficacy Scale” was used to assess the self-efficacy perceptions of teacher candidates; the “Kolb Learning Styles Inventory III” was used to determine the learning styles of teacher candidates; and the “Learning Strategies Scale” was used to define the learning strategies of the teacher candidates. The study revealed a low level of relationship between the self-efficacy perceptions of teacher candidates, their learning styles, and the learning strategies they employ. Keywords: learning strategies; learning styles; self-efficacy

Highlights

Today, students are required to take an active stance throughout the learning process, which is crucial for and one of the important requirements for generating an informed society
The Relationship Between the Self-Efficacy, Learning Strategies, and Learning Styles of Teacher Candidates the study investigated whether there exists a relationship between the self-efficacy perceptions, learning styles, and the learning strategies employed by teacher candidates
Significant and positive medium to high levels of relationships were identified between the explanation strategy aspect and all other learning strategies

Summary

Introduction

Students are required to take an active stance throughout the learning process, which is crucial for and one of the important requirements for generating an informed society. Research on the learner’s active participation in the learning-teaching process has shown a certain degree of association between the effectiveness of teaching and the characteristics of the learner (Lunenberg & Volman, 1999; Stern & Huber, 1997). The concept of the learner’s characteristics mainly involves the concepts of learning style and learning strategy. Another concept that can be associated with these concepts is self-efficacy. Self-Efficacy The concept of self-efficacy was defined by Bandura (1997) within the scope of the Social Cognitive Theory, and later, several studies were conducted on this concept. Bandura defined self-efficacy as the judgment of individuals as to how well they are able to take part in actions that are necessary to cope with potential situations. Self-efficacy is not related to how capable in their talents an individual is, but is instead related to their belief in their talents (Woolfolk, 1998)

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