Uncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching : a mediation analysis

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dc.authorid0000-0001-8964-2082en_US
dc.contributor.authorEren, Altay
dc.date.accessioned2021-06-23T19:36:16Z
dc.date.available2021-06-23T19:36:16Z
dc.date.issued2014
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractProspective teachers' sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting prospective teachers' commitment to teaching. Indeed, this is an international concern that occupies educational researchers and policy makers from a diverse range of countries. Thus, this study aimed to examine the relationships between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching, with the intention to explore the mediating roles of hope and academic optimism in the relationships between emotions about teaching and personal responsibility. A total of 455 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in order to explore the relationships between research variables. Results showed that the prospective teachers' emotions about teaching, academic optimism, hope, and personal responsibility were significantly related to each other. Results also showed that the relationships between prospective teachers' emotions about teaching and responsibility for student motivation, achievement, relationships with students, and teaching were strongly and positively mediated by their academic optimism; whereas the relationships between PTs' emotions about teaching, responsibility for student achievement, and teaching were moderately and negatively mediated by their hope. Implications for teacher education and directions for future studies were also discussed in the present study.en_US
dc.identifier.doi10.1007/s11218-013-9243-5
dc.identifier.endpage104en_US
dc.identifier.issn1381-2890
dc.identifier.issn1573-1928
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84896390515en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage73en_US
dc.identifier.urihttps://doi.org/10.1007/s11218-013-9243-5
dc.identifier.urihttps://hdl.handle.net/20.500.12491/7962
dc.identifier.volume17en_US
dc.identifier.wosWOS:000333053200004en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorEren, Altay
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofSocial Psychology Of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectResponsibilityen_US
dc.subjectAcademic Optimismen_US
dc.subjectHopeen_US
dc.subjectEmotionsen_US
dc.subjectTeachingen_US
dc.titleUncovering the links between prospective teachers' personal responsibility, academic optimism, hope, and emotions about teaching : a mediation analysisen_US
dc.typeArticleen_US

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