The Analysis of Pre-Service Social Studies Teachers' Academic Self-Efficacy

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PEGEM EGITIM VE OGRETIM DERGISI, vol.6, no.4, pp.413-446, 2016 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 6 Issue: 4
  • Publication Date: 2016
  • Doi Number: 10.14527/pegegog.2016.021
  • Journal Indexes: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Page Numbers: pp.413-446
  • Gazi University Affiliated: Yes


The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yilmaz, Gurcay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".