Psychological modeling of preservice science teachers' argumentativeness, achievement goals, and epistemological beliefs: A mixed design
Yükleniyor...
Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study was conducted to investigate the relationships among Turkish preservice science teachers' argumentativeness, epistemological beliefs, and achievement goals, as well as the reasons for coherencies and incoherencies among these variables. A sequential explanatory research design was applied within the 2 following studies. In Study I, the data from 930 preservice science teachers were investigated with structural equation modeling analysis. This analysis presented evidence regarding the relationships among the variables of the study. For example, preservice science teachers' scientific epistemological beliefs significantly predicted their argumentativeness and goal orientations. In Study II, 2 students were selected for each argument approach and argument avoidance cases. Data were collected through semistructured interviews and analyzed via a content analysis. The results of this study showed that participants' self-construal impacted the relationships among their argumentativeness, goal orientations and scientific epistemological beliefs. An investigation of a more comprehensive belief system model including preservice science teachers' self-construal is suggested considering the overall results.
Açıklama
Anahtar Kelimeler
Argumentativeness, Achievement Goal Orientations, Preservice Science Teachers, Scientific Epistemological Beliefs
Kaynak
European Journal of Psychology of Education
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
37
Sayı
1
Künye
Demirbag, M., & Bahcivan, E. (2021). Psychological modeling of preservice science teachers’ argumentativeness, achievement goals, and epistemological beliefs: a mixed design. European Journal of Psychology of Education, 1-22.
