Psychological modeling of preservice science teachers' argumentativeness, achievement goals, and epistemological beliefs: A mixed design

Basit Öğe Kaydı
dc.authorid0000-0002-0881-8486en_US
dc.authorid0000-0001-5621-3302en_US
dc.contributor.authorDemirbağ, Mehmet
dc.contributor.authorBahçıvan, Eralp
dc.date.accessioned2023-06-09T11:30:58Z
dc.date.available2023-06-09T11:30:58Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis 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.en_US
dc.identifier.citationDemirbag, 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.en_US
dc.identifier.doi10.1007/s10212-021-00558-w
dc.identifier.endpage278en_US
dc.identifier.issn0256-2928
dc.identifier.issn1878-5174
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85105376375en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage257en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10212-021-00558-w
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11098
dc.identifier.volume37en_US
dc.identifier.wosWOS:000645162600001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçıvan, Eralp
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEuropean Journal of Psychology of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentativenessen_US
dc.subjectAchievement Goal Orientationsen_US
dc.subjectPreservice Science Teachersen_US
dc.subjectScientific Epistemological Beliefsen_US
dc.titlePsychological modeling of preservice science teachers' argumentativeness, achievement goals, and epistemological beliefs: A mixed designen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
mehmet-demirbag.pdf
Boyut:
745.9 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu