This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
1) The study investigated the washback effect of the Malaysian University English Test (MUET) on students' and teachers' perceptions of English language learning and teaching.
2) The findings showed that most students felt MUET improved their English skills, especially speaking and reading, but many did not think it prepared them for university. Teachers believed students' English improved due to MUET but were unsure of its purpose.
3) Both students and teachers tended to underestimate the importance of listening skills despite evidence that listening activities were conducted in class. This mismatch indicates a need to better communicate MUET's objectives and how they relate to developing all language skills.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This study analyzed the professionalism of 156 elementary school teachers (43 male and 113 female) in Sleman, Yogyakarta, Indonesia based on gender. The study found that female teachers displayed higher professionalism than male teachers in several areas: having an undergraduate degree, commitment to ongoing education, ability to develop curricula suited to student needs, providing quality teaching materials, and conducting classroom research. The study recommends that male teachers improve their qualifications to fulfill their professional duties under the law, and that teacher training focus on developing male teacher skills. It also calls for further research to strengthen education policy.
This document provides background information for a study on stress, stressors, and coping strategies among secondary school students in Malaysia. It includes excerpts from literature reviewing stress as a process, common stressors, the role of optimal stress, individual differences in stress perception, prevalence of stress and mental health issues in secondary education, impacts of chronic stress, need to recognize student stress, and effective coping strategies. The study aims to investigate causes of stress and stress management among Malaysian secondary students. It presents findings that the main stressors were university entrance, exams, peer pressure, and homework. The most common coping strategies were religion, social support, self-management, and acceptance. The discussion cites literature supporting school-related stressors and effective
Fe practice 4 collaborative learning among msian students (1)Hafizul Mukhlis
This document provides background information for a study on collaborative learning among Malaysian undergraduates. The study aims to examine if students' preference for collaborative learning differs by gender or academic program (science vs. human sciences). Figure 1 shows there was no significant gender difference, with over 93% of both males and females showing average-to-high preference. Figure 2 shows over 90% of science students preferred collaboration, compared to 98% of human sciences students. The findings will be discussed in relation to literature on the benefits of collaborative learning.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
1) The study investigated the washback effect of the Malaysian University English Test (MUET) on students' and teachers' perceptions of English language learning and teaching.
2) The findings showed that most students felt MUET improved their English skills, especially speaking and reading, but many did not think it prepared them for university. Teachers believed students' English improved due to MUET but were unsure of its purpose.
3) Both students and teachers tended to underestimate the importance of listening skills despite evidence that listening activities were conducted in class. This mismatch indicates a need to better communicate MUET's objectives and how they relate to developing all language skills.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This study analyzed the professionalism of 156 elementary school teachers (43 male and 113 female) in Sleman, Yogyakarta, Indonesia based on gender. The study found that female teachers displayed higher professionalism than male teachers in several areas: having an undergraduate degree, commitment to ongoing education, ability to develop curricula suited to student needs, providing quality teaching materials, and conducting classroom research. The study recommends that male teachers improve their qualifications to fulfill their professional duties under the law, and that teacher training focus on developing male teacher skills. It also calls for further research to strengthen education policy.
This document provides background information for a study on stress, stressors, and coping strategies among secondary school students in Malaysia. It includes excerpts from literature reviewing stress as a process, common stressors, the role of optimal stress, individual differences in stress perception, prevalence of stress and mental health issues in secondary education, impacts of chronic stress, need to recognize student stress, and effective coping strategies. The study aims to investigate causes of stress and stress management among Malaysian secondary students. It presents findings that the main stressors were university entrance, exams, peer pressure, and homework. The most common coping strategies were religion, social support, self-management, and acceptance. The discussion cites literature supporting school-related stressors and effective
Fe practice 4 collaborative learning among msian students (1)Hafizul Mukhlis
This document provides background information for a study on collaborative learning among Malaysian undergraduates. The study aims to examine if students' preference for collaborative learning differs by gender or academic program (science vs. human sciences). Figure 1 shows there was no significant gender difference, with over 93% of both males and females showing average-to-high preference. Figure 2 shows over 90% of science students preferred collaboration, compared to 98% of human sciences students. The findings will be discussed in relation to literature on the benefits of collaborative learning.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
The document discusses the negative impact of Pakistan's Higher Secondary School Certificate exam on English language teaching and learning. It summarizes research showing high-stakes exams can negatively influence what and how teachers teach and students learn, known as washback effect. The author describes their experience teaching English in Pakistan, where students prioritized exam preparation over attending regular classes. They argue the exam system has led to widespread negative washback in Pakistan at both individual and societal levels.
This document presents a research proposal that compares the influence of instructional supports and teaching practices on the reading skills of Year 2 students in whole language and phonics classes. The study aims to observe students' reading development and errors in both instructional settings. It also seeks to understand how students and teachers respond to phonics learning after two years of implementing the new KSSR curriculum in Malaysia, which emphasizes phonics. The proposal includes an introduction outlining the research problem and questions. It also provides definitions of key terms like whole language approach, phonics, and KSSR. The literature review discusses topics related to phonological awareness, reading instruction approaches, and the whole language method.
The document summarizes a study that explores the effects of cooperative learning on English listening, reading, oral proficiency, and learning motivation in college conversation classes. It presents the purposes of the study, research questions, literature review, methodology used, and findings. The methodology section describes using experimental and control groups, pre- and post-tests, and questionnaires to measure the impact of cooperative versus traditional learning approaches.
A review of the pedagogical implications of examination washbackAlexander Decker
This document reviews the pedagogical implications of examination washback. Washback refers to the influence of testing on teaching and learning. The document begins by defining washback and related terms used in research. It discusses how tests can influence what is taught, how it is taught, what is learned, and how it is learned. The document also analyzes 15 hypothetical ways that washback can influence stakeholders like teachers, students, curriculum designers and administrators. It suggests ways for English language teachers to foster positive washback and avoid negative influences of testing.
This document outlines a research proposal on examining the relationship between college students' attendance behavior, self-esteem, and locus of control. The proposal includes an introduction describing the importance of attendance and defining key terms. A literature review presents studies showing relationships between attendance and academic performance, self-esteem and academic performance, and relationships between self-esteem and locus of control. The methodology section describes a descriptive research design and objectives to examine attendance behavior, self-esteem, locus of control, and relationships among these variables. The study aims to understand factors influencing students' class attendance.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document discusses the research methodology for a project examining the use of phonics instruction to improve pronunciation in young English language learners. It will use qualitative action research involving observation, field notes, questionnaires, and audio/video recording to collect data on how phonics instruction impacts students' pronunciation development and learning process. The research will take place at a private school in Bogota, Colombia with 22 first grade students aged 6-7 who need help improving their pronunciation skills. The action research process will include planning phonics activities, implementing the activities, observing their impact, and reflecting on whether phonics is effective for teaching pronunciation to young learners.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
This document summarizes a research study that investigated the discrepancy in mathematics achievement of high school students through different cooperative learning models and levels of mastery in language and science. The study found that:
1) Mathematics positively impacts students' mastery of language and science.
2) Cooperative learning models like Jigsaw, TSTS, and STAD significantly affect mathematics achievement.
3) There was no significant difference in discrepancy types 1, 2, and 3, but type 4 produced different results.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
The document discusses a study on the effectiveness of group work role-play activities in improving English speaking accuracy for students at Dong Nai Technology University in Vietnam. The study was conducted over 8 weeks with 15 students. Data was collected through classroom observation, student diaries, and group interviews. The results showed that students were highly engaged and motivated during the role-play activities. However, while role-play helped improve students' fluency, it did not significantly increase their speaking accuracy. Overall, the study found that role-play can be an effective teaching method to increase student engagement, but may have limitations in developing speaking accuracy.
EFFECTS OF CORRECTIVE FEEDBACK ON LEARNERS OF ENGLISH AS A SECOND LANGUAGE (ESL)ijejournal
This paper attempts to probe the effects of corrective feedback on English as Second Language (ESL) students’ motivation, achievement and performance. After reviewing seven theses and twenty-seven research papers, it has been noticed that corrective feedback has exhibited remarkable effectiveness in
boosting learners’ motivation, achievement and performance when learning second languages. However, other research underscored that corrective feedback impinges learners’ performance and motivation negatively. Hence, further research needs to be conducted to probe the effectiveness of corrective feedback when incorporated in other foreign languages, and various subject matters
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
The document discusses the negative impact of Pakistan's Higher Secondary School Certificate exam on English language teaching and learning. It summarizes research showing high-stakes exams can negatively influence what and how teachers teach and students learn, known as washback effect. The author describes their experience teaching English in Pakistan, where students prioritized exam preparation over attending regular classes. They argue the exam system has led to widespread negative washback in Pakistan at both individual and societal levels.
This document presents a research proposal that compares the influence of instructional supports and teaching practices on the reading skills of Year 2 students in whole language and phonics classes. The study aims to observe students' reading development and errors in both instructional settings. It also seeks to understand how students and teachers respond to phonics learning after two years of implementing the new KSSR curriculum in Malaysia, which emphasizes phonics. The proposal includes an introduction outlining the research problem and questions. It also provides definitions of key terms like whole language approach, phonics, and KSSR. The literature review discusses topics related to phonological awareness, reading instruction approaches, and the whole language method.
The document summarizes a study that explores the effects of cooperative learning on English listening, reading, oral proficiency, and learning motivation in college conversation classes. It presents the purposes of the study, research questions, literature review, methodology used, and findings. The methodology section describes using experimental and control groups, pre- and post-tests, and questionnaires to measure the impact of cooperative versus traditional learning approaches.
A review of the pedagogical implications of examination washbackAlexander Decker
This document reviews the pedagogical implications of examination washback. Washback refers to the influence of testing on teaching and learning. The document begins by defining washback and related terms used in research. It discusses how tests can influence what is taught, how it is taught, what is learned, and how it is learned. The document also analyzes 15 hypothetical ways that washback can influence stakeholders like teachers, students, curriculum designers and administrators. It suggests ways for English language teachers to foster positive washback and avoid negative influences of testing.
This document outlines a research proposal on examining the relationship between college students' attendance behavior, self-esteem, and locus of control. The proposal includes an introduction describing the importance of attendance and defining key terms. A literature review presents studies showing relationships between attendance and academic performance, self-esteem and academic performance, and relationships between self-esteem and locus of control. The methodology section describes a descriptive research design and objectives to examine attendance behavior, self-esteem, locus of control, and relationships among these variables. The study aims to understand factors influencing students' class attendance.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This document discusses the research methodology for a project examining the use of phonics instruction to improve pronunciation in young English language learners. It will use qualitative action research involving observation, field notes, questionnaires, and audio/video recording to collect data on how phonics instruction impacts students' pronunciation development and learning process. The research will take place at a private school in Bogota, Colombia with 22 first grade students aged 6-7 who need help improving their pronunciation skills. The action research process will include planning phonics activities, implementing the activities, observing their impact, and reflecting on whether phonics is effective for teaching pronunciation to young learners.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
This document summarizes a research study that investigated the discrepancy in mathematics achievement of high school students through different cooperative learning models and levels of mastery in language and science. The study found that:
1) Mathematics positively impacts students' mastery of language and science.
2) Cooperative learning models like Jigsaw, TSTS, and STAD significantly affect mathematics achievement.
3) There was no significant difference in discrepancy types 1, 2, and 3, but type 4 produced different results.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition.
2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used.
3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills.
4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
The document discusses a study on the effectiveness of group work role-play activities in improving English speaking accuracy for students at Dong Nai Technology University in Vietnam. The study was conducted over 8 weeks with 15 students. Data was collected through classroom observation, student diaries, and group interviews. The results showed that students were highly engaged and motivated during the role-play activities. However, while role-play helped improve students' fluency, it did not significantly increase their speaking accuracy. Overall, the study found that role-play can be an effective teaching method to increase student engagement, but may have limitations in developing speaking accuracy.
EFFECTS OF CORRECTIVE FEEDBACK ON LEARNERS OF ENGLISH AS A SECOND LANGUAGE (ESL)ijejournal
This paper attempts to probe the effects of corrective feedback on English as Second Language (ESL) students’ motivation, achievement and performance. After reviewing seven theses and twenty-seven research papers, it has been noticed that corrective feedback has exhibited remarkable effectiveness in
boosting learners’ motivation, achievement and performance when learning second languages. However, other research underscored that corrective feedback impinges learners’ performance and motivation negatively. Hence, further research needs to be conducted to probe the effectiveness of corrective feedback when incorporated in other foreign languages, and various subject matters
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Academic Procrastination In Higher EducationNicole Adams
This study examined the relationships between emotional intelligence, academic self-efficacy, academic procrastination, and GPA among 287 college students. The researchers hypothesized that academic self-efficacy would mediate the relationships between emotional intelligence and both academic procrastination and GPA. Structural equation modeling results supported this, indicating that emotional intelligence had an indirect negative effect on academic procrastination and an indirect positive effect on GPA, through its influence on academic self-efficacy. The findings suggest that emotional intelligence may impact academic outcomes by influencing students' beliefs in their own academic capabilities.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
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Influence of personality on academic achievement and performance of teaching ...Alexander Decker
This document summarizes a study that examined the influence of personality on academic achievement and performance of teaching practice students in technical and vocational education and training (TVET). The study used a personality inventory to assess 37 TVET graduate students on extroversion and neuroticism. Statistical analysis was conducted to determine relationships between personality type and academic achievement, and personality and teaching performance. The results aimed to identify student personality types and whether significant correlations exist between personality, academics, and teaching performance for TVET graduate students.
This document presents the background and methodology for a study examining the relationship between rejection sensitivity, self-efficacy, and academic achievement among students. The study aims to assess how rejection sensitivity and self-efficacy impact academic performance, and to compare these factors between males and females and adults and adolescents. The methodology describes a correlational research design involving 160 students who will complete questionnaires measuring rejection sensitivity, self-efficacy, and academic achievement. The relationships between these variables will be analyzed to test the study's hypotheses.
Influence of gender, types of school and occupational stress on pupil control...Alexander Decker
This document summarizes a study that examined the influence of gender, school type, and occupational stress on teachers' pupil control ideology in India. The study found:
1) Occupational stress had the greatest influence on pupil control ideology, accounting for 51% of the variability. Gender accounted for 9% and school type 4%.
2) Male and female teachers did not differ significantly in their pupil control ideology.
3) Teachers in government schools were found to be more custodial in their approach than teachers in other types of schools such as private or religious schools.
4) A significant positive correlation was found between occupational stress and pupil control ideology, with higher stress associated with a more custodial approach.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This document provides a summary of Kamden K. Strunk's research on motivation, equity, and measurement in education. It outlines Strunk's work in three main areas: motivation research on expectancy-value theory and achievement goals; procrastination and motivation; and equity research focusing on race, ethnicity, and LGBTQ students in education. In motivation research, Strunk has examined factors like expectancy-value, achievement goals, procrastination, and a new 2x2 model of time-related academic behavior. Equity research includes studies on American Indian STEM education, race and ethnicity in Southern US education, and quantitative work on climate for LGBTQ students. Ongoing and future work is focused on understanding how context influences
ERIC Descriptors: Academic Achievement, Emotional Intelligence, Student Experience, Undergraduate Students, Business School Although there is an emerging body of literature demonstrating a relationship between Emotional Intelligence and academic success (i.e., GPA) and much speculation as to how Emotional Intelligence impacts academic performance, there are no studies to date, which examine students’ experiences of this phenomenon in-depth. There is a need to understand the experience of students with regard to how Emotional Intelligence impacts academic achievement from the students’ perspective.
Academic Self-Concept And Academic Achievement Among University StudentsSheila Sinclair
1) The document summarizes a study that investigated the relationship between academic self-concept and academic achievement among university students in Malaysia.
2) The study collected data on academic self-concept and achievement from 394 students using standardized scales, and analyzed the data using MANOVA to examine differences based on gender, level of study, and academic faculty.
3) The results showed statistically significant effects of gender on academic effort and achievement, as well as differences based on academic faculty and an interaction between gender, faculty, and level of study on achievement.
Academic performance mapping traits of engineering studentsAlexander Decker
This study examined the relationship between personality type and academic performance in 272 engineering students in India. Students completed the Myers-Briggs Type Indicator (MBTI) to assess their personality type, and their academic records provided their performance levels. The MBTI classified students into Thinking-Sensing (TS) and Feeling-Intuitive (FI) types. Results showed that TS students had significantly better academic performance and adjustment than FI students, suggesting personality type matching to an engineering course impacts success. No differences were found in mental ability between the types. This research contributes to understanding how non-cognitive factors like personality influence academic outcomes.
An Experimental Study On Academic Procrastination Effects Of Weekly HomeworkJeff Nelson
This study examined the effects of weekly homework assignments, reflective writings, and presentations on students' academic procrastination and self-regulation. 114 undergraduate students completed procrastination and self-control scales before and after the semester. While the strategies did not significantly impact procrastination levels, students' self-regulation scores improved from pre- to post-test, suggesting the tasks helped develop their self-regulatory behaviors. The results provide additional evidence that weaknesses in self-regulation are associated with higher academic procrastination.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
Emotional intelligence of student teachers in relation to their future prod...Gambari Amosa Isiaka
The document summarizes a study that investigated the level of emotional intelligence of student-teachers in relation to their future productivity. It found that the emotional intelligence of student-teachers was high. There was a significant difference between the emotional intelligence of male and female student-teachers, with female student-teachers having higher emotional intelligence. The study also found that student-teachers with higher emotional intelligence are likely to have higher achievement and be more productive in their future careers, regardless of gender. Improving the emotional competencies of student-teachers could help them develop those skills in their future students.
This document outlines the contents and structure of a research study on speaking test anxiety. It contains an introduction which states the background, problem, objectives, research questions and significance of the study. It then outlines two literature review chapters on oral language development, general anxiety, and the relationship between speaking test anxiety, performance and instructional strategies. The final chapter describes the research methodology including the design, sampling, instruments for data collection and analysis.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
This study examined academic stress and exam anxiety among 400 Indian secondary private school students in grades 10 and 12. The researchers found that 35% reported high academic stress and 37% reported high exam anxiety. All students reported some academic stress. Students with lower grades reported higher stress than higher-achieving students. Students engaged in extracurricular activities were more likely to experience exam anxiety than those not engaged in such activities. The study aimed to identify factors associated with academic stress and exam anxiety in this population.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
This document discusses a study that examined the implementation of School-based Oral English Assessment (SBOEA) by English teachers in rural secondary schools in Sabah, Malaysia. The study had several objectives: 1) To examine differences in implementation based on teacher demographics; 2) To investigate teacher familiarity with SBOEA content, objectives, and guidelines; 3) To understand teacher perceptions of SBOEA; and 4) To identify relationships between implementation and influencing factors. A questionnaire was administered to 56 English teachers across 14 rural secondary schools. The results found no significant differences based on demographics, teachers had positive perceptions of SBOEA, and implementation was positively correlated with influencing factors like content, objectives, and guidelines.
1) The study examined the relationship between general anxiety, test anxiety, and academic achievement among 180 higher secondary students in India.
2) It found a positive correlation between general anxiety and test anxiety, and negative correlations between both anxiety types and academic achievement.
3) Specifically, there was a low negative correlation between general anxiety and achievement, and a low negative correlation between test anxiety and achievement.
This document summarizes a psychodynamic perspective on anxiety and incompetence in large groups. It discusses how Melanie Klein's theories on splitting, projection, and projective identification can help explain dysfunctional behaviors that sometimes emerge when more than a dozen people meet together. An example is provided of a group of over 20 experienced consultants who became paralyzed by feelings of anxiety and incompetence during a large group assessment day. Unconscious processes like splitting and projection are argued to have more influence in larger groups, where relationships are more simplified and individuals feel their contributions may seem inadequate.
This document is a research proposal that investigates secondary school students' speaking test anxiety towards school-based oral English assessments from teachers' perspectives and strategies. The introduction provides background on the implementation of school-based oral English assessments in Malaysian secondary schools and how it can increase students' speaking anxiety levels. The research objectives are to investigate teachers' awareness of students' anxiety, how assessments influence anxiety, and strategies to help overcome anxiety. The significance is that the findings can help teachers, researchers, and authorities better understand anxiety issues and develop support strategies.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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2. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1946
Román, Cuestas, & Fenollar 2008; Stephens &
Nicholson, 2008; Suphi & Yaratan, 2012; Watt &
Richardson, 2012). In this study, the relationship
ratio and statistical significance of the separate and
combined effects of perceived academic locus of
control, tendencies towards academic dishonesty
and level of impact from test anxiety on academic
self-efficacy are dwelt upon. For this study, this
point is the biggest unique point when compared
to the studies both stated above and which appear
in the literature. To say this another way, no study
has been conducted on the effect of and correlation
between the academic locus of control, tendencies
towards academic dishonesty, test anxiety level, and
academic self-efficacy as well as their ratio to each
other. Moreover, by beginning to use high-level
analysis software (AMOS, Lisrel etc.) in the social
sciences, the level of effect and explanatory ratio of
one or more independent variables on one or more
dependent variables can be detected.
Academic Dishonesty
Academicdishonestyisanunethicalaswellasillegal
behavior that individuals exhibit in the process
of testing their knowledge or ability (Eminoglu,
2008). Cheating and plagiarism rank first within
the behavior of academic dishonesty. Therefore, the
behavior of academic dishonesty is considered to be
an important problem which negatively affects both
the individual’s behavior in his/her future life and
the level of education in terms of achieving general
and behavioral goals (Harding, Carpenter, Finelli,
& Passow, 2004). As a matter of fact, the findings in
the literature suggest that the tendencies possessed
by individuals and behavior of academic dishonesty
displayed during the educational period affect the
post-educational period behavior (Eminoglu,
2008). For example, academic dishonesty may
adversely affect the performance of the teaching
profession competences.
Test Anxiety
Test anxiety can be defined as all behaviors that
effect achievement in school and exams which
incorporate things such as insufficient studying
techniques, excessive physiological reactions,
and non-test related thoughts (Duman, 2008).
Inadequate learning and studying skills as well as
negative thoughts during tests are shown as sources
of test anxiety (Kutlu & Bozkurt, 2003). Test
anxiety can be examined in two sub-dimensions,
worry and emotionality. Personal inner negative
evaluations of an individual constitute the worry
dimension. Physiological signs appearing in an
individual during a test comprise the dimension
of emotionality. Thus, while the worry dimension
contains the cognitive aspect of test anxiety;
the dimension of emotionality contains the
physiological aspect of test anxiety (Oner, 1990).
Test anxiety also brings along many negativities
such as concern, a fall in academic achievement,
academic mistakes, self-insecurity, and not being
able to display potential fully all of which effect
experiential and professional decisions and so on
(Zeidner, 1990). These problems are also related to
academic locus of control (Rotter & Mulry, 1965 as
cited in Akin, 2007).
Academic Locus of Control
Locus of control is based on Rotter’s (1954) social
learning theory. In a general sense, locus of control
is classified as internal and external locus of control.
Internal locus of control is associated with an
individual’s belief that events or outputs stem from
his/her own behavior or a personality trait of theirs
such as talent that exhibits permanency. External
locus of control is associated with an individual’s
belief that events or outputs stem from factors out
of one’s control such as change, the difficulty of the
task or the behavior of other individuals (Battle &
Rotter, 1963; Rotter & Mulry, 1965; Stipek, 1993 as
cited in Akin, 2007).
People with an external locus of control think
that rewards and punishments are applied by
outside forces, therefore they give importance to
the achievement of rewards and the avoidance
of punishments. People with an internal locus of
control think that rewards and punishments are to a
great extent a result of one’s own works (Yesilyaprak,
2004). For this reason, various research results
put forth the idea that students with an internal
locus of control generally use cognitive and meta-
cognitive strategies more frequently, further test the
development of their own knowledge and skills, and
become more successful (Durna & Senturk, 2012).
As a result, while all these findings put forth the
possession of internal locus of control as a positive
personality trait, they also put forth that possessing
external locus of control depicts a negative situation
(Basol & Turkoglu, 2009; Yalcin, Tetik, & Acikgoz,
2010). The concept of self-efficacy is also present
among the positive personality traits of individuals.
In this way, it is stands out that academic locus of
control may be linked to academic self-efficacy.
3. YEŞİLYURT / Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as...
1947
Academic Self-efficacy
Self-efficacy is based on Bandura’s (1977) social
learning theory. An individual’s judgment regarding
one’spoweroforganizationandexecutionofrequired
actions to realize a specific aim is called self-efficacy
(Bandura, 1986). According to another definition,
self-efficacy is an individual’s trust in organizing
one’s knowledge and skills and putting them into
practice in order to solve a problem or accomplish
a mission (Eccles & Wigfield, 2002). Based on
these definitions, it is seen that self-efficacy rests
on the belief in one’s own skills, and it is necessary
for them to organize and be able to put forward the
necessary behavior in order to achieve one’s goals
(Hamurcu, 2006; Ozcelik & Kurt, 2007). Academic
self-efficacy defines students’ belief toward their
efficacies in materializing school-related activities
(Linnenbrink & Pintrich, 2002; Schunk, 1991).
Self-efficacious perceptions of students affect and
increase their learning and success. As knowledge of
a subject accumulates, the academic self-efficacious
perception of that subject also increases (Brannick et
al., 2005). One student’s self-efficacious perception
about a subject affects academic self-efficacious
perceptions about that subject.
Bandura states that even though an individual
possesses the ability to perform a task, there is a
possibility for him to fail or never to try that task
when his self-efficacious perception about being able
to do it is low (Bandura, 1997). Moreover, it has been
observed that individuals who have low perceptions
of self-efficacy quickly give up when encountering
hardships and under conditions of higher stress
they display a lower performance and become less
successful (Tschannen-Moran & Hoy, 2001).
Individuals with high academic self-efficacy cope
with complex incidents, overcome problems, are
patient in their studies, more successful in their
school and professional life and trust themselves
to be able to accomplish (Korkmaz, 2011).
Academic performance of such individuals is
higher (Chemers, Hu, & Garcia, 2001). Besides,
individuals who hold positive perceptions on their
efficacy are more durable against hardships know
their weak points, as well as what they should do
when they encounter difficulties (Bandura, 1997;
Pajares & Schunk, 2001).
Research Hypotheses
The purpose of the research is to test the relationship
among the latent variables of academic self-efficacy,
academic locus of control, tendencies toward
academic dishonesty, test anxiety levels, and their
effect on each other and the levels of explanation.
In the light of this purpose, the hypotheses which
are based on theory were tested.
H1: There is a positive and significant relationship
between tendencies towards academic dishonesty
and test anxiety levels of pre-service teachers
(teacher candidates).
H2: Tendencies of teacher candidates towards
academic dishonesty positively and significantly
affect their academic locus of control.
H3: Test anxiety levels of teacher candidates
positively and significantly affect their academic
locus of control.
H4: Tendencies towards academic dishonesty
together with test anxiety levels of teacher
candidates significantly explain academic locus of
control.
H5: Teacher candidates’ tendencies towards
academic dishonesty and test anxiety levels together
with their academic locus of control positively and
significantly affect academic self-efficacy.
H6: Teacher candidates’ tendencies towards
academic dishonesty and test anxiety levels together
with academic locus of control significantly explain
academic self-efficacy.
Method
The Research Model
A relational survey model was utilized in
conducting this research. A relational survey
model is a research model that aims to determine
the presence and extent of covariance among two
or more variables (Karasar, 2012). In this context,
academic self-efficacy, academic locus of control,
tendencies towards academic dishonesty, and test
anxiety levels with each other, their effect on each
other and the level to which they can be attributed
to each other are dwelt upon in this research.
Participants
The participant group of the research consisted
of 256 teacher candidates in their second year at
the Faculty of Education in Turkey in the spring
semester of the 2010-2011 academic year. A
participant group with substantial numbers (200
and above) is necessary for complex models in
structural equation modeling (Bayram, 2010). The
demographic characteristics of the participants are
4. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
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as follows: in terms of gender, 54.3% (f = 139) of
the participants are women and 45.7% (f = 11) are
men. In terms of the program studied, 27.0% (f =
69) of the participants come from the department
for teaching science and technology, 16.0% (f = 41)
from the department for teaching Turkish, 15.6% (f
= 40) from the department for teaching religious,
cultural and moral knowledge, 14.5% (f = 37) from
the department for teaching pre-school, 14.5% (f =
37) from the department for teaching elementary
school mathematics and 12.5% (f = 32) from the
department of classroom teaching.
Data Analysis
The data obtained was first entered into the 16.0
software package. The demographic characteristics
of the participants and exploratory factor analyses
of scales were analyzed via this software. For the
confirmatory factor analyses of scales and of the
model, AMOS 17.0 programs were used. The
above mentioned properties also put forth the
reasons for using confirmatory factor analysis and
structural equation modeling in this study. The
maximum likelihood estimation method was used
to estimate the model parameters for confirmatory
factor analysis. The root mean square error of
approximation (RMSEA), the standardized root
mean square residual (SRMR), the goodness of fit
index (GFI), the comparative fit index (CFI), the
adjusted goodness of fit index (AGFI), the normed
fit index (NFI), the chi-square/degree of freedom
(X2/sd = CMIN/DF) and the level of significance
(p) fit indexes were taken into account in the
evaluation of the model for goodness of fit. With
an RMSEA value between 0 and 0.08, an SRMR
value between 0 and 0.10, a GFI value between
.90 and 1.00, a CFI value between .90 and 1.00,
an AGFI value between .85 and1.00, an NFI value
between .90 and 1.00, an X2/sd (CMIN/DF) value
between 0 and 3, and a p value between 0.01 and
0.05, good fit indexes are shown (Byrne, 2001;
Joreskog & Sorbom, 1993; Reisinger & Mavondo,
2006). The lower boundary of factor loadings in the
exploratory and confirmatory factor analysis were
accepted as being .30. If there is a limited number
of items in a scale prepared in the field of social
sciences, the boundary value can be reduced to
.30 for factor loadings. Moreover, if an item whose
factor loadings is below .30 considerably affects
the content validity of the scale, analyses can be
conducted without omitting the respective item
from the scale (Buyukozturk, 2007). In addition,
the critical ratio was based on being below 10 in
normality testing for confirmatory factor analysis
and structural equation modeling. According
to Kline (2005), the critical ratio is somehow a
normalized estimation of multivariate kurtosis, to
wit, the z value.
Data Collection Instruments and Confirmatory
Factor Analyses
Academic Self-efficacy Scale: The scale developed
by Jerusalem and Schwarzer (1981) consists of
seven items and one factor. The scale was adapted
to Turkish by Yilmaz, Gurcay, and Ekici (2007). The
items were prepared and analyzed in the form of a
4-point Likert type scale with 4: Completely suits
me, 3: Suits me, 2: Suits me slightly and 1: Does not
suit me at all. Factor loadings of the items range
between .829-.500. The Cronbach Alpha reliability
value of the scale was determined to be .79. If the
Cronbach Alpha value is .70 or higher, reliability is
considered valid (Buyukozturk, 2007).
Negative items in the scale were transformed into
Figure 1: Diagram for confirmatory factor analysis of the Academic Self-efficacy Scale.
5. YEŞİLYURT / Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as...
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positive items and then analysis was continued.
As a result of the analysis conducted on the data
obtained from this study, the Cronbach Alpha
reliability value of the scale was detected at .758.
According to Buyukozturk (2007) a Cronbach
Alpha value of .70 or higher, is considered reliable.
In addition, as a result of exploratory factor analysis,
factor loadings of the items appearing in the scale
were detected to be between .725 and .456, and
all coefficients were found to be within acceptable
limits. Also, the diagram for confirmatory factor
analysis of the scale is shown in Figure 1.
As a result of confirmatory factor analysis and
taking normality tests into consideration, the
critical ratio (c.r.) turned out to be 11.871 in terms
of multivariate (Mardia) values. However, due to
the fact that the model fit index was not within
acceptable limits, the error values of four items were
combined. In this case, considering confirmatory
factor analysis results, the fit index of the scale was
as follows: RMSEA=.067, SRMR=.040, CMIN/DF
(X2
/sd) =2.134, GFI=.970, CFI=.962, AGFI=.931,
and NFI=.932. This result demonstrates that the
model fit index is at an acceptable and desired level.
Academic Locus of Control Scale: The scale
developed by Akin (2007) consists of two factors
including external academic locus of control
and internal academic locus of control as well
as 17 items. The factor loadings for the scale
range between .95 and .61. The Cronbach Alpha
reliability value of the scale was found to be .94 for
the internal academic locus of control and .95 for
the external academic locus of control. The items in
the scale were prepared and analyzed in a 5-point
Likert type scale with 5: Completely appropriate,
4: Quite Appropriate, 3: I am undecided, 2: Quite
contradictory and 1: Completely contradictory.
Negative items in the scale were transformed into
positive items and then the analysis continued.
As a result of the analysis conducted on the data
obtained from this study, the Cronbach Alpha
reliability value of the scale was detected as .88
for the internal academic locus of control and
.83 for the external academic locus of control.
Furthermore, as a result of the exploratory factor
analysis, factor loadings of the items appearing
in the scale were detected to be between .798 and
.447, and all coefficients were found to be within
acceptable limits. Figure 2 displays the diagram for
confirmatory factor analysis of the scale.
As a result of confirmatory factor analysis,
considering the assessment of normality, the
critical ratio (c.r.) turned out to be 14.236 in
terms of multivariate (Mardia) values. For this
reason, the items with a critical ratio higher than
10 were firstly omitted from the scale. In this case,
considering confirmatory factor analysis results
of the scale which consists of 14 items, the fit
index of the scale was as follows: RMSEA=.067,
SRMR=.053, CMIN/DF (X2
/sd)=2.653, GFI=.975,
Figure 2: Diagram for confirmatory factor analysis of the Academic Locus of Control Scale.
6. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
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CFI=.964, AGFI=.927, and NFI=.907. This result
demonstrates that the model fit index is at an
acceptable and desired level.
The Scale of Tendencies towards Academic
Dishonesty: The scale developed by Eminoglu
(2008) consists of four factors and 22 items.
Factors appearing in the scale were denominated
as “tendency to cheat,” “tendency to cheat in
homework/projects,” “cheating or dishonesty
while doing project research and making a report
for a project,” and “dishonesty in references and
quotations.” Factor loadings of the items located in
the scale range between .743-.408. The Cronbach
Alpha internal consistency coefficient concerning
the scale in general was calculated to be .90. The
items appearing in the scale were prepared and
analyzed using a 5-point Likert type scale in the
form of 5: Completely agree, 4: Agree, 3: Undecided,
2: Do not agree and 1: Absolutely do not agree.
Negative items in the scale were transformed into
positive items and then the analysis continued.
As a result of the analysis conducted on the data
obtained from this study, the Cronbach Alpha
reliability value was detected to be .895 concerning
the scale in general. Moreover, as a result of
exploratory factor analysis, factor loadings of the
items appearing in the scale were detected to be
between .847 and .598, and all coefficients were
found to be within acceptable limits. The diagram
for confirmatory factor analysis of the scale is
shown in Figure 3.
As a result of confirmatory factor analysis, taking
normality testing into consideration, the critical
ratio (c.r.) turned out to be 27.310 in terms of
multivariate (Mardia) values. For this reason,
as first seen in Figure 3, the error values of some
items were combined to bring the critical ratio
below 10, reducing it to 9.258. Considering the
confirmatory factor analysis results of the scale, the
fit index of the scale was as follows: RMSEA=.078,
Figure 3: Diagram for confirmatory factor analysis of the Scale of Tendencies towards Academic Dishonesty.
7. YEŞİLYURT / Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as...
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SRMR=.062, CMIN/DF (X2
/sd)=2.761, GFI=.924,
CFI=.913, AGFI=.885, and NFI=.911. This result
demonstrates that the model fit index is at an
acceptable and desired level.
The Scale of Test Anxiety: The test scale anxiety
inventory developed by Spielberger (1980) was
adapted to Turkish by Albayrak-Kaymak (1987) and
Oner (1990). The scale of test anxiety levels consists
of two factors, worry and emotionality, as well as
20 items. The Cronbach Alpha internal consistency
coefficient of the scale was calculated at .89. As
stated previously, a Cronbach Alpha value of .70 or
higher, is considered reliable (Buyukozturk, 2007).
The items in the scale were prepared and analyzed in
a 4-point Likert type scale in the form of 4: Almost
always, 3: Frequently, 2: Sometimes, 1: Almost never.
Negative items in the scale were transformed into
positive items and then the analysis continued.
As a result of the analysis conducted on the data
obtained from this study, the Cronbach Alpha
reliability value was detected to be .915 concerning
the scale in general. In addition, as a result of
exploratory factor analysis, factor loadings of
the items appearing in the scale were detected
to be between .770 and .449, and all coefficients
were found to be within acceptable limits. Figure
4 displays the diagram for confirmatory factor
analysis of the scale.
As a result of confirmatory factor analysis and
taking the normality test into consideration, the
critical ratio (c.r.) turned out to be 28.716 in terms
of multivariate (Mardia) values. For this reason, the
items with a critical ratio higher than 10 were firstly
omitted from the scale. In this case, considering
the confirmatory factor analysis results of the scale
consisting of 16 items, the fit index of the scale was
as follows: RMSEA=.069, SRMR=.053, CMIN/DF
(X2
/sd)=2.587, GFI=.927, CFI=.954, AGFI=.852,
and NFI=.906. This result demonstrates that the
model fit index is at an acceptable and desired level.
Results
As a result of the research, a model showing the
relationship of the latent variables of academic
self-efficacy, academic locus of control, tendencies
towards academic dishonesty, and test anxiety
levels with each other, their level of effect on each
other, and explanatory ratios for each were put
forward. While forming this model, consideration
was given for testing the hypotheses of the study.
Structural equation modeling built for this purpose
is present in Figure 5.
The fit index of the model, which is built as
a structural equation model, is as follows:
RMSEA=.078, SRMR=.096, CMINDF=2,900,
GFI=.937, CFI=.953, AGFI=.877, NFI=.903, Chi
squared=4751.08, df=1638, and p = .000. This result
illustrates that the model fit index is at an acceptable
and desired level.
The scale of tendencies towards academic
dishonesty has four latent and 22 observed
Figure 4: Diagram for confirmatory factor analysis of the Scale of Test Anxiety Levels.
8. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1952
variables. The latent variable for a tendency to
cheat has a correlation coefficient of .86, the latent
variable for a tendency to cheat on homework/
projects is 1.00, the latent variable for cheating or
dishonesty of doing a project search and making a
report for a project is 1.00, and the latent variable
for dishonesty in references and quotations has
a correlation coefficient of 1.02. Furthermore,
observed variables in the latent variable for a
tendency to cheat have correlation coefficients
ranging between .99 and .52. Observed variables
in the latent variable for cheating tendencies in
homework/projects have correlation coefficients
ranging between .90 and .65. Observed variables
in the latent variable for cheating or dishonesty of
doing a project search and making a report have
correlation coefficients ranging between .99 and
.70. Finally, observed variables in the latent variable
for dishonesty in references and quotations range
between .91 and .51.
The scale for test anxiety levels has two latent
and 16 observed variables. The latent variable of
emotionality has a correlation coefficient of .97
and the latent variable of worry 1.02. Moreover,
observed variables in the latent variable of
emotionality have correlation coefficients ranging
between .94 and .47. The observed variables in the
latent variable of worry have correlation coefficients
ranging between .93 and .77.
The academic locus of control scale has two latent
and 14 observed variables. The latent variable of
external academic locus of control has a correlation
coefficient of .97 and the latent variable of internal
academic locus of control .90. In addition, observed
variables in the latent variable of external academic
locus of control have correlation coefficients
ranging between .94 and .51 and the observed
variables in the latent variable of internal academic
locus of control have correlation coefficients
ranging between .97 and .89.
The academic self-efficacy scale has seven observed
variables. AS1 has the highest effect coefficient
within the observed variables and AS7 has the lowest
effect coefficient. Effect coefficients of the latent
variables in this scale range between .96 and .77.
The following results were obtained by considering
the research hypotheses. As a result of the research,
the model presented in Figure 5 shows that there
was a positive and significant correlation between
tendencies towards academic dishonesty and
test anxiety levels at the level of .87. This attained
outcome verifies the hypothesis appearing in H1
that there is a positive and significant correlation
Figure 5: Structural equation modeling and analysis results concerning the research hypotheses.
9. YEŞİLYURT / Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as...
1953
between tendencies towards academic dishonesty
and the test anxiety levels of teacher candidates.
According to the second research hypothesis,
tendencies towards academic dishonesty apparently
affected academic locus of control positively
and significantly at the level of .53. This outcome
obtained puts forth the accuracy of the hypothesis
stated in H2 that the tendencies towards academic
dishonesty of teacher candidates positively and
significantly affect their academic locus of control.
Furthermore, it was detected that test anxiety
levels affected academic locus of control positively
and significantly at the level of .45. This result
verifies the hypothesis situated in H3 that the
test anxiety levels of teacher candidates positively
and significantly affect their academic locus of
control. In parallel to these results, it emerged that
tendencies towards academic dishonesty and test
anxiety levels together significantly explain the
academic locus of control being a ratio of 89%.
In other words, 89% of the change in the variable
academic locus of control can be accounted for by
tendencies towards academic dishonesty and test
anxiety levels. This outcome supports the accuracy
of the hypothesis stated in H4 that the tendencies
towards academic dishonesty and test anxiety levels
of teacher candidates together significantly explain
academic locus of control.
In accordance with the fifth research hypothesis,
tendencies towards academic dishonesty, test
anxiety levels and academic locus of control turned
out to affect academic self-efficacy positively and
significantly at the level of .94. This result verifies
the hypothesis stated in H5 that tendencies towards
academic dishonesty, test anxiety levels and the
academic locus of control of teacher candidates
together positively and significantly affect
academic self-efficacy. In parallel with this result,
it was detected that tendencies towards academic
dishonesty, test anxiety levels and academic locus of
control together significantly explain academic self-
efficacy at a ratio of 88%. In other words, 88% of the
change in the variable academic self-efficacy can
be accounted for by tendencies towards academic
dishonesty, test anxiety levels and academic locus
of control. This result verifies the hypothesis stated
in H6 that tendencies towards academic dishonesty,
test anxiety levels and the academic locus of control
of teacher candidates together significantly explain
academic self-efficacy.
Discussion and Conclusion
As a result of the research, a positive and significant
correlation appeared between academic dishonesty
tendencies and test anxiety levels of teacher
candidates at a high level (H1) and can be seen
in the model presented in Figure 5. Many studies
put forth that students display tendencies towards
academic dishonesty. For example, a study on
academic dishonesty was conducted by Wajda-
Johnston, Handal, Brawer, and Fabricatore (2001).
Asaresultofthestudyitwasdetectedthat2.5%-55%
of students perform dishonest academic behavior
and students and instructors stated that they exhibit
40 types of behavior of academic dishonesty. In
parallel to this, as a result of the research conducted
by Austin et al., (2006) it appeared that 80% of
university students participate in at least one type
of academic dishonesty. Another study regarding
the subject was conducted by Modiri (2011) on
137 teacher candidates. As a result of this study the
following result emerged that teacher candidates
exhibit moderate academically dishonest behavior.
Bolin (2004) conducted a study on 799 students
from colleges and universities in the USA. As a
result of this research correlations emerged between
will and attitude versus academic dishonesty, and
opportunity attained and academic dishonesty.
As part of the research, it was detected that
tendencies towards academic dishonesty of teacher
candidates positively and significantly affect their
academic locus of control (H2). Some research
results related to academic dishonesty put forth
that students think academic dishonesty is wrong
but they sometimes engage in academic dishonesty
(Austin et al., 2006; Chapman, Davis, Toy, & Wright,
2004; Ersoy & Ozden, 2011; Perry, 2010; Smyth &
Davis, 2003). As a result of a study conducted on 87
undergraduate students, Coşkun (2010) stated that
low self-control and a predisposition towards social
influence are crucial factors in predicting academic
infractions.
Thetestanxietylevelsofteachercandidatespositively
and significantly affecting their academic locus of
control is also present among the research results
(H3). Results of studies conducted on the subject
back up this outcome. According to the result of
research conducted by McDonald (2001), two-thirds
of high school students have test anxiety. As a result
of a research carried out by Akman, Izgi, Bagce, and
Akilli (2007), a significant correlation was found
between test anxiety scores and test attitude scores
of students. In Dogan and Coban’s (2009) study it
was detected that when teacher candidates’ attitudes
10. E D U C A T I O N A L S C I E N C E S : T H E O R Y & P R A C T I C E
1954
towards the teaching occupation are positive,
their anxiety levels are low and there is a low-level
negative and significant correlation between attitude
and anxiety. In another study, Piji Kucuk (2010)
ascertained a significant correlation between the
test anxiety levels and achievement marks of teacher
candidates, and also between their test anxiety levels
and self-respect levels.
With regard to the fourth research hypothesis,
tendencies towards academic dishonesty together
with the test anxiety levels of teacher candidates
significantly accounting for their academic locus of
control is also present (H4). Results of the research
conducted on this subject show the characteristic of
supportingthisoutcome.Asamatteroffact,Kockar,
Kilic, and Sener (2002) investigated the correlation
between test anxiety and academic achievement
in a study they conducted. According to the result
of their study, a significant correlation was found
between test anxiety and academic achievement,
and it was determined that the achievement of
children with high test anxiety drops.
Another result emerging from the research is
that together, the tendencies towards academic
dishonesty, test anxiety levels and academic loci
of control of teacher candidates positively and
significantly affect their academic self-efficacy
at a high level (H5). With regard to the final
research hypothesis, it was detected that together,
the tendencies towards academic dishonesty,
test anxiety levels and academic locus of control
of teacher candidates significantly explain their
academic self-efficacy (H6). Results of research
conducted on this subject have the characteristic
of supporting the outcomes obtained. In a study
they conducted, McCarth and Goffin (2005)
examined the correlation between test anxiety
and test performance. According to the research
results, a negative and significant correlation was
found between test anxiety and test performance.
A similar outcome was obtained as a result of a
study carried out by Basoglu (2007). According
to the aforementioned study, there was a negative
correlation between self-confidence and test
anxiety. In his study, Gore (2006) found that self-
efficacious belief is an important predictor of the
academic performances of university students.
As a result of a study conducted by Aydin (2010)
it was ascertained that academic self-efficacy and
test anxiety predict academic achievement. As a
result of a study performed by Eryenen (2008) on
636 teacher candidates, a significant correlation
was detected among the academic achievement
levels, goal orientations, academic self-efficacies
and teaching self-efficacies of teacher candidates.
Moreover, it was observed that these variables had a
predictive role on academic achievement. A similar
result was obtained from the research performed by
Ergene (2011). A significant correlation was found
between test anxiety and academic achievement
level, between study habits and academic
achievement level and between study habits and
motivation of achievement. Furthermore, it was
determined that test anxiety and study habits are
positively associated with academic achievement.
Consequently, it emerged that tendencies towards
academic dishonesty, test anxiety levels and
academic locus of control together significantly
affect and explain academic self-efficacy. In other
words, it was ascertained that tendencies towards
academic dishonesty, test anxiety levels, and
academic locus of control are crucial predictors of
the academic self-efficacy of teacher candidates. In
thisrespect,teachercandidatesshouldcompletepre-
service (undergraduate) education by distancing
themselves from academic dishonesty, keeping
test anxiety under control and developing positive
personality traits in terms of academic locus of
control. This situation will contribute to the fact that
the academic self-efficacies of teacher candidates are
at a desired level both in the pre-service education
process and in their professional life.
11. YEŞİLYURT / Academic Locus of Control, Tendencies towards Academic Dishonesty and Test Anxiety Levels as...
1955
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