Investigating Prospective Teachers’ Perceived Problem-solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control
Universal Journal of Educational Research, cilt.5, sa.6, ss.1030-1038, 2017 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 5 Sayı: 6
- Basım Tarihi: 2017
- Doi Numarası: 10.13189/ujer.2017.050616
- Dergi Adı: Universal Journal of Educational Research
- Derginin Tarandığı İndeksler: Scopus, ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.1030-1038
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Marmara Üniversitesi Adresli: Evet
Özet
The purpose of this study is to investigate
prospective teachers’ perceived personal problem-solving
competencies in relation to gender, major, the place lived, and
internal-external locus of control. The Personal
Problem-Solving Inventory and Rotter’s Internal-External
Locus of Control Scale were used to collect data from
freshman teacher candidates (N = 476). Data analysis
procedures included descriptive statistics, an independent
group t-test, ANOVA, correlational analysis, and
hierarchical regression analyses. Findings suggest a
significant positive correlation between perceived
problem-solving skills and locus of control, the place lived,
gender, and two subcategories of major. Female participants’
problem-solving ability was found to be higher than male
participants’; however, male participants’ scores indicated a stronger internal locus of control than females’. Results show that place lived, gender, locus of control, and two categories of
major are significant predictors of perceived
problem-solving ability (R2 = .125; P < .001). Implications
for teacher education are discussed.