Investigating Prospective Teachers’ Perceived Problem-solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control

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Çakır M.

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
  • 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.