logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
menu_book Articles in Press

Volume 3 Issuse 4 (October 2014)

A Study on the Relationship between Teacher Self Efficacy and Burnout

self efficacy burnout teacher

Ahmet Cezmi Savaş , Yunus Bozgeyik , İsmail Eser


...

The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, “Maslach Burnout Inventory” and “Teacher Sense of Efficacy Scale” were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and secondary state schools in 2014-2015 academic year. The results of the data analysis put forward that there was significant, medium and negative correlation between teacher self efficacy and burnout levels of the participants. Hierarchical multiple regression analysis results, which were run to assess the relationship between the two variables better, indicated that teacher self efficacy predicted burnout negatively. In the light of these findings and other related studies several suggestions were made.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.3.4.159
Pages: 159-166
cloud_download 1781
visibility 1803
36
Article Metrics
Views
1781
Download
1803
Citations
Crossref
36

...

Majority of NOS studies comprise of determination or assessment studies conducted with ordinary students. In order to gain further understanding on variation in NOS understandings among the students, there should be different research attempts focusing on unconventional students such as academically advanced students. The purpose of this study is to determine epistemological understanding of Finnish academically advanced science students concerning aspects of NOS. The study was a case study (N=39) conducted with qualitative perspective. Questionnaires on the students’ attitude toward science and motivation toward science learning plus a form for the teacher’s ideas and VNOS-C, were used as diagnostic tools and data collection instruments. The study revealed that the majority of the students were found to be naïve in aspects such as “empirical basis of science”, “observation and inference”, “subjectivity of scientists”, “social and cultural embeddedness”, “creativity in science”, “theories and laws” and “tentativeness”.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.3.4.167
Pages: 167-176
cloud_download 1108
visibility 1288
5
Article Metrics
Views
1108
Download
1288
Citations
Crossref
5

...

Grolnick and Ryan assume that an autonomy supportive environment leads to higher learner engagement and thus to greater achievements and deeper understanding of content. In school, knowledge acquisition (rote learning as well as conceptual learning) are regarded as most important. In this study, we examined the effects of teachers’ autonomy supportive vs. controlling behavior on knowledge acquisition as measured by reproduction as well as at higher cognitive levels. The sample consisted of seventh graders (N=85; M=12.85 years; SD=1.6 years). One week in advance to the teaching unit, the students were tested for prior knowledge using two knowledge tests. Test 1 used multiple-choice items to address rote learning and Test 2 used an open response format to address conceptual learning. One week after the teaching unit, the same knowledge tests were used to assess the learning outcome. Analysis of the knowledge tests suggests that the students taught in an autonomy supportive environment develop greater conceptual knowledge than those taught in a controlling environment. Rote learning was not affected.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.3.4.177
Pages: 177-184
cloud_download 1489
visibility 1343
11
Article Metrics
Views
1489
Download
1343
Citations
Crossref
11

Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

socio-cultural language learning language learner

Burhan Ozfidan , Krisanna L. Machtmes , Husamettin Demir


...

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories’ central concepts, which includes peer interaction and feed back, private speech, and self-efficacy. The present study is a case study of twenty participants. The participants for this case study were from different nationalities that demonstrated a unique ability to learn languages long after the critical period. Data was collected through interviews and observations. The participant mentioned about the process and the challenges/opportunities he experienced regarding second language learning. By analyzing the learning practices of other successful adult language l earners, recurring patterns revealed similarities, which were then emphasized and elaborated in second language pedagogy.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.3.4.185
Pages: 185-191
cloud_download 2406
visibility 2125
12
Article Metrics
Views
2406
Download
2125
Citations
Crossref
12

...

Mobile phones are getting smarter and the usage through university students becoming more popular. University students using mobile phones for talking, for texting message, for Internet search, for listening music, watching videos, playing games, using social media etc... Mobile phones are not accessory any more, they are integrated like our clothes. There are studies examining the effects of using mobile phones frequently. The aim of this study was to determine the relationship between mobile phone usage, satisfaction with life, academic achievement and metacognitive awareness. Metacognitive awareness inventory used to measure the awareness. Total GPA was used to measure the academic achievement and the mobile phone using time, the number of text messaging and callings are used for indicating the mobile phone usage. 250 total university students attended voluntarily to the study. The study carried out in private university in the southeast region of Turkey. The results indicated the usage of mobile phones are very frequent through university students. Many of the students are using mobile phones heavily. There was a positive relationship between mobile phone usage and academic achievement, also between mobile phone usage and metacognitive awareness.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.3.4.192
Pages: 192-200
cloud_download 1379
visibility 1500
11
Article Metrics
Views
1379
Download
1500
Citations
Crossref
11

...