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Record W3113521415 · doi:10.5539/ies.v14n1p97

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

2020· article· en· W3113521415 on OpenAlex
Gökhan Arıkan

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

venuePublished in a venue whose home country is Canada.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueInternational Education Studies · 2020
Typearticle
Languageen
FieldSocial Sciences
TopicTeacher Professional Development and Motivation
Canadian institutionsnot available
Fundersnot available
KeywordsPsychologySelf-efficacyTrainerAnxietyTurkishScale (ratio)Descriptive statisticsMedical educationPhysical educationProfessional developmentClinical psychologyApplied psychologySocial psychologyMathematics educationPedagogyMedicineStatistics

Abstract

fetched live from OpenAlex

This study aims to determine the levels of teacher and trainer candidates in the university education process, in line with the findings obtained in the dimensions of professional anxiety and self-efficacy and their sub-dimensions as a result of examining the professional anxiety and self-efficacy perceptions of teacher and trainer candidates. In this study in the screening model, the research group consisted of 311 trainer and physical education and sports teacher candidates, 135 women and 176 men, who studied at Harran University School of Physical Education and Sports in the fall semester 2017-2018. In line with the purpose of the study, the tests correlated to the teacher candidates’ academic self-efficacy, the level of professional anxiety, some demographic characteristics of the teacher candidates, professional concerns, and academic self-efficacy were applied. The tools used for these tests are the “Teacher Candidate Anxiety Scale” adapted from Borich (1996) and developed by Saban, Korkmaz, and Akbaş (2004) and the “Academic self-efficacy scale” developed by Jerusalem and Schwarzer (1981). The adaptation, reliability, and validity study of the scale into Turkish was also applied by Yılmaz et al. (2007). Descriptive statistics and multiple regression analyses were performed on the data file formed by transferring the data collected within the scope of the study to the SPSS 22.0 program. Simultaneously, simple linear regression analyzes were conducted in which academic self-efficacy was accepted as the independent variable, and occupational anxiety was considered the dependent variable. In the study, the average score of teacher candidates’ academic self-efficacy was determined as 21.44 high. Together, these variables explain 4% of the change in student-centered anxiety. Academic self-efficacy reveals 9% of the self-centered anxiety dimension, 6% of the task-centered anxiety dimension, and 5% of the student-centered anxiety dimension. It can be said that self-efficacy perceptions are predictors of professional anxiety levels for teacher candidates. It is believed that determining the reason for teacher candidates’ low self-efficacy and anxiety scores in programs that train them in the education process and studies to be conducted on these reasons will positively affect the academic self-efficacy and professional anxiety levels of Physical Education and Sports Teacher candidates.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.224
Threshold uncertainty score0.250

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.062
GPT teacher head0.386
Teacher spread0.324 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it