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An Investigation of Religious Culture and Moral Knowledge Teacher Candidates’ Academic Self-Efficacy and Metacognitive Awareness

Yıl 2024, Sayı: 51, 87 - 146, 30.04.2024
https://doi.org/10.28949/bilimname.1418688

Öz

The main purpose of this study is to examine the relationship between the academic self-efficacy and metacognitive awareness of pre-service Religious Culture and Moral Knowledge (RCMK) teachers. The sample of the study, which was conducted with the relational survey model, consisted of 744 students who were selected by simple random sampling among the students studying at the Faculties of Theology or Islamic Sciences of nine different universities in 2022-2023. The Academic Self-Efficacy Scale developed by Owen & Froman (1988) and adapted into Turkish by Ekici (2012) and the Metacognitive Awareness Scale developed by Durdukoca & Arıbaş (2019) and a personal information form were used as data collection tools. As a result of the study, it was seen that the mean of the participants’ Academic Self-Efficacy Scale was 2.82 and the mean of the Metacognitive Awareness Scale was 3.46. In the general score of the Academic Self-Efficacy Scale, the average of males was higher than the average of females, whereas there was no significant difference between the general averages of the Metacognitive Awareness Scale on the basis of gender. It was determined that there was a moderate positive relationship between the general scores of the Academic Self-Efficacy Scale and the Metacognitive Awareness Scale. Significant significant relationships were also found between the sub-dimensions of both scales. According to the results of the regression analysis conducted to determine the predictive power of metacognitive awareness on academic self-efficacy, metacognitive awareness predicts academic self-efficacy in a statistically significant way both at the general level and in the context of Personal awareness, Organizational awareness and Judgmental awareness factors.

Kaynakça

  • ABDELRAHMAN, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of ajman university students. Heliyon, 6(9), 1-8.
  • AHMED, E., ELDOOD, Y., ABDULAZIZ, A., ELHASSAN, A., & HASSAN, A. E. (2015). Relationship between self-efficacy and some variables among education students: Case study faculty of education- university of jazan. The American Journal of Innovative Research and Applied Sciences, 1(9), 312-317.
  • ALKAN, F. (2020). Exploring the relationship between metacognitive awareness and teachers’ sense of efficacy through structural equation modelling. New Trends and Issues Proceedings on Humanities and Social Sciences, 7, 169-176.
  • ARSLANTÜRK, Z. (2001). Sosyal bilimciler için araştırma metod ve teknikleri (5. bs). Çamlıca Yayınları.
  • ASLAN, U., & İNCE, M. (2023). The relationship between metacognitive awareness, self-efficacy and attitudes towards profession of pre-service teachers. International Online Journal of Educational Sciences, 15, 386-399.
  • AURAH, C. M. (2013). The effects of self-efficacy beliefs and metacognition on academic performance. American Journal of Educational Research, 1(8), 334-343.
  • BANDURA, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215.
  • BANDURA, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • BARS, M., & ORAL, B. (2017). The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates. Eurasian Journal of Educational Research, 17(72), 107-128.
  • BEKOMSON, A. N., & NETAMU, B. A. (2019). Religious value orientation and self-efficacy among secondary school students in cross river state, nigeria. Global Journal of Educational Research, 18, 81-89.
  • BHATI, K., & SETHY, T. (2022). Self-efficacy: Theory to educational practice. The International Journal of Indian Psychology, 10, 1123-1128.
  • BIGDELOO, M., & BOZORGI, Z. D. (2016). Relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of mahshahr city. International Education Studies, 9(9), 58.
  • BOTTING, N., DURKIN, K., TOSEEB, U., & PICKLES, A. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, 3(4), 538-554.
  • CASSIDY, S., & EACHUS, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology, 20(3), 307-322.
  • CERA, R., MANCINI, M., & ANTONIETTI, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. ECPS - Educational, Cultural and Psychological Studies, 7(7), 115-141.
  • CHANDIO, M. T., PANDHIANI, S. M., & IQBAL, R. (2016). Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process. Journal of Education and Educational Development, 3(2), 203-221.
  • COUTINHO, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
  • De HOUWER, J., BARNES-HOLMES, D., & BARNES-HOLMES, Y. (2016). What is cognition? A functional-cognitive perspective. İçinde C. H. Steven & G. H. Stefan (Ed.), Core Processes of Cognitive Behavioral Therapies (ss. 1-27). New Harbinger.
  • DEMİRCİOĞLU, H., ÖZDEMİR, Ö., ÖZBEN, H., & YILMAZ, E. (2023). Günümüz öğrenci̇leri̇nde kari̇yer kararı öz-yeterli̇ği̇. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(2), 326-358.
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  • EAKMAN, A. M., KINNEY, A. R., SCHIERL, M. L., & HENRY, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005-1026.
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Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Akademik Öz-Yeterlik ve Üstbilişsel Farkındalıklarının İncelenmesi

Yıl 2024, Sayı: 51, 87 - 146, 30.04.2024
https://doi.org/10.28949/bilimname.1418688

Öz

Bu araştırmanın temel amacı Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmen adaylarının akademik öz-yeterlikleri ile üstbilişsel farkındalıkları arasındaki ilişkiyi incelemektir. İlişkisel tarama modeliyle yürütülen araştırmanın örneklemini dokuz farklı üniversitenin İlahiyat ya da İslami İlimler Fakültelerinde 2022-2023 yıllarında öğrenim görmekte olan öğrenciler arasından basit tesadüfi örneklem yoluyla seçilen 744 öğrenci oluşturmaktadır. Veri toplama aracı olarak Owen & Froman (1988) tarafından geliştirilen ve Ekici (2012) tarafından Türkçeye uyarlanan Akademik Öz-yeterlik Ölçeği ve Durdukoca & Arıbaş (2019) tarafından geliştirilen Üstbilişsel Farkındalık Ölçeği ile kişisel bilgi formu kullanılmıştır. Araştırma sonucunda katılımcıların Akademik Öz-yeterlik Ölçeği ortalamasının 2,82; Üstbilişsel Farkındalık Ölçeği ortalamasının ise 3,46 olduğu görülmüştür. Akademik Öz-yeterlik Ölçeği genel puanında erkeklerin ortalaması kadınların ortalamasından daha yüksek olduğu, buna karşın Üstbilişsel Farkındalık Ölçeği genel ortalamaları arasında cinsiyet bazında anlamlı bir farklılaşma olmadığı bulgulanmamıştır. Akademik öz-yeterlik ölçeği ile Üstbilişsel farkındalık ölçeği genel puanları arasında orta düzeyli pozitif bir ilişki olduğu belirlenmiştir. Yine her iki ölçeğin alt boyutları arasında da belirgin anlamlı ilişkiler tespit edilmiştir. Üstbilişsel farkındalığın akademik öz-yeterliği yordama gücünü belirmek amacıyla yapılan Regresyon analizi sonucuna göre Üstbilişsel farkındalıklar hem genel düzeyde hem de Kişisel farkındalık, Organizasyonel farkındalık ve Yargısal farkındalık faktörleri bağlamında akademik öz-yeterliği istatistiksel olarak anlamlı bir şekilde yordamaktadır.

Kaynakça

  • ABDELRAHMAN, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of ajman university students. Heliyon, 6(9), 1-8.
  • AHMED, E., ELDOOD, Y., ABDULAZIZ, A., ELHASSAN, A., & HASSAN, A. E. (2015). Relationship between self-efficacy and some variables among education students: Case study faculty of education- university of jazan. The American Journal of Innovative Research and Applied Sciences, 1(9), 312-317.
  • ALKAN, F. (2020). Exploring the relationship between metacognitive awareness and teachers’ sense of efficacy through structural equation modelling. New Trends and Issues Proceedings on Humanities and Social Sciences, 7, 169-176.
  • ARSLANTÜRK, Z. (2001). Sosyal bilimciler için araştırma metod ve teknikleri (5. bs). Çamlıca Yayınları.
  • ASLAN, U., & İNCE, M. (2023). The relationship between metacognitive awareness, self-efficacy and attitudes towards profession of pre-service teachers. International Online Journal of Educational Sciences, 15, 386-399.
  • AURAH, C. M. (2013). The effects of self-efficacy beliefs and metacognition on academic performance. American Journal of Educational Research, 1(8), 334-343.
  • BANDURA, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215.
  • BANDURA, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • BARS, M., & ORAL, B. (2017). The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates. Eurasian Journal of Educational Research, 17(72), 107-128.
  • BEKOMSON, A. N., & NETAMU, B. A. (2019). Religious value orientation and self-efficacy among secondary school students in cross river state, nigeria. Global Journal of Educational Research, 18, 81-89.
  • BHATI, K., & SETHY, T. (2022). Self-efficacy: Theory to educational practice. The International Journal of Indian Psychology, 10, 1123-1128.
  • BIGDELOO, M., & BOZORGI, Z. D. (2016). Relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of mahshahr city. International Education Studies, 9(9), 58.
  • BOTTING, N., DURKIN, K., TOSEEB, U., & PICKLES, A. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, 3(4), 538-554.
  • CASSIDY, S., & EACHUS, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology, 20(3), 307-322.
  • CERA, R., MANCINI, M., & ANTONIETTI, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. ECPS - Educational, Cultural and Psychological Studies, 7(7), 115-141.
  • CHANDIO, M. T., PANDHIANI, S. M., & IQBAL, R. (2016). Bloom’s Taxonomy: Improving Assessment and Teaching-Learning Process. Journal of Education and Educational Development, 3(2), 203-221.
  • COUTINHO, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
  • De HOUWER, J., BARNES-HOLMES, D., & BARNES-HOLMES, Y. (2016). What is cognition? A functional-cognitive perspective. İçinde C. H. Steven & G. H. Stefan (Ed.), Core Processes of Cognitive Behavioral Therapies (ss. 1-27). New Harbinger.
  • DEMİRCİOĞLU, H., ÖZDEMİR, Ö., ÖZBEN, H., & YILMAZ, E. (2023). Günümüz öğrenci̇leri̇nde kari̇yer kararı öz-yeterli̇ği̇. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(2), 326-358.
  • DEMİRTAŞ, H., CÖMERT, M., & ÖZER, N. (2011). Pre-service teachers’ self-efficacy beliefs andattitudes toward profession. Education and Science, 36(159), 96-111.
  • DiBENEDETTO, D. H. S., MARIA K., & DALA, H. S. (2022). Academic self-efficacy. İçinde K.-A. Allen, M. J. Furlong, V.-B. Dianne, & S. Suldo (Ed.), Handbook of Positive Psychology in Schools (3. bs). Routledge.
  • DIMMITT, C., & MCCORMICK, C. B. (2012). Metacognition in education. İçinde K. R. Harris, S. Graham, T. Urdan, & C. B. McCormick (Ed.), APA educational psychology handbook, Theories, constructs, and critical issues (1-1, ss. 157-187). American Psychological Association. https://doi.org/10.1037/13273-007
  • DOĞAN, M. (2018). İlahiyat fakültesi öğrencilerinin öğretmenlik mesleğine yönelik öz-yeterlik düzeylerinin i̇ncelenmesi. İçinde Z. Ş. Altın (Ed.), Yüksek Din Öğretimi (ss. 531-559). Dem Yayınları.
  • EAKMAN, A. M., KINNEY, A. R., SCHIERL, M. L., & HENRY, K. L. (2019). Academic performance in student service members/veterans: Effects of instructor autonomy support, academic self-efficacy and academic problems. Educational Psychology, 39(8), 1005-1026.
  • EKİCİ, G. (2012). Akademik öz-yeterlik ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 174-185.
  • ELIAS, S. M., & MacDONALD, S. (2007). Using past performance, proxy efficacy, and academic self-efficacy to predict college performance. Journal of Applied Social Psychology, 37(11), 2518-2531.
  • FAITH, L. A., LECOMTE, T., CORBIÈRE, M., & LYSAKER, P. H. (2023). Metacognitive mastery moderates the relationship between positive symptoms and distress in adults with serious mental illness. Journal of Mental Health, 32(4), 728-735.
  • FERLA, J., VALCKE, M., & CAI, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505.
  • FIRAT DURDUKOCA, Ş., & ARIBAŞ, S. (2019). Öğretmen adaylarına yönelik “üstbilişsel farkındalık ölçeği”nin geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 18(72), 1541-1557.
  • FINNEY, S. J., & SCHRAW, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28(2), 161-186.
  • FLAVELL, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
  • GARCÍA, A. G., & MARÍA, L. V. (2020). Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students. Educación, 29(57), 87-109.
  • GARNER, R., & ALEXANDER, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143-158.
  • GHADAMPOUR, E., & MANSOURI, L. (2021). A comparison of religious attitudes, self-efficacy and academic adjustment among undergraduated students based on the sex and the role of each variable in predicting academic achievement. Educational Psychology, 17(60), 83-109.
  • GHAFOOR, H., AHMAD, R. A., NORDBECK, P., RITTER, O., PAULI, P., & SCHULZ, S. M. (2019). A cross-cultural comparison of the roles of emotional intelligence, metacognition, and negative coping for health-related quality of life in german versus pakistani patients with chronic heart failure. British Journal of Health Psychology, 24(4), 828 846.
  • GIBSON, S., & DEMBO, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
  • HACKER, D. J., DUNLOSKY, J., & GRAESSER, A. C. (2009). Handbook of metacognition in education. Routledge.
  • HAIR, J. F., BLACK, W. C., BABIN, B. J., & ANDERSON, R. E. (Ed.). (2019). Multivariate data analysis (8. bs). Cengage.
  • HARTMAN, H. (1998). Metacognition in teaching and learning: An introduction. Instructional Science, 26(1), 1-3.
  • HAYAT, A. A., & Shateri, K. (2019). The role of academic self-efficacy in improving students’ metacognitive learning strategies. Journal of Advances in Medical Education & Professionalism, 7(4), 205-212.
  • HERMITA, M., & THAMRIN, W. P. (2015). Metacognition toward academic self-efficacy among indonesian private university scholarship students. Procedia - Social and Behavioral Sciences, 171, 1075-1080.
  • HESHMATI, R., & MAANIFAR, S. (2018). Metacognition, mindfulness, and spiritual well-being in gifted high school students. Health, Spirituality and Medical Ethics, 5(3), 22-28.
  • HONICKE, T., & BROADBENT, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
  • KARAOĞLAN YILMAZ, F. G., USTUN, A., ZHANG, K., & YILMAZ, R. (2023). Metacognıtıve awareness, reflectıve thınkıng, problem solvıng, and communıty of ınquıry as predıctors of academıc self-effıcacy ın blended learnıng: A correlatıonal study. Turkish Online Journal of Distance Education, 24, 20-36.
  • KARASAR, N. (2002). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (11. Baskı). Nobel Yayın Dağıtım.
  • KAYA, U. (2019). Din öğretmeni adaylarının öğretmenlik mesleği öz yeterlik algıları: Marmara üniversitesi i̇lahiyat fakültesi örneği. Van İlahiyat Dergisi [Yüzüncü Yıl Üniversitesi İlahiyat Fakültesi Dergisi], VII(10), 65-112.
  • KİRMAN, M. A., & DEMİR, R. (2018). İlahiyat Fakültesi Öğrencilerinin Beklenti ve Sorunları: Hatay Mustafa Kemal Üniversitesi Örneği. ANTAKİYAT/Hatay Mustafa Kemal Üniversitesi İlahiyat Fakültesi Dergisi, 1(1), 1-21.
  • LARKIN, S., FREATHY, R., DONEY, J., & FREATHY, G. (2019). Metacognition, worldviews and religious education: A practical guide for teachers. Routledge.
  • LYSAKER, P. H., HOLM, T., KUKLA, M., WIESEPAPE, C., FAITH, L., MUSSELMAN, A., & LYSAKER, J. T. (2022). Psychosis and the challenges to narrative identity and the good life: Advances from research on the integrated model of metacognition. Journal of Research in Personality, 100(1-9), 104267.
  • MCCABE, J. (2011). Metacognitive Awareness of Learning Strategies in Undergraduates. Memory & Cognition, 39, 462-476.
  • MEB. (2017a). Din kültürü ve ahlak bilgisi öğretmeni özel alan yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • MEB. (2017b). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
  • MODABBER, S. A., SADRI DAMIRCHI, E., & MOHAMMAD, N. (2019). Predicting students’ mental health based on religious beliefs, educational self-efficacy, and moral growth. Journal of School Psychology, 7(4), 143-157.
  • MOLEN, K. V., FOGARTY, K., MCGRADY, M., & LAGERWEY, M. (2020). Religious problem-solving styles and self-efficacy with problem-focused coping in a faith-based poverty alleviation programme. Mental Health, Religion & Culture, 23(10), 888-901.
  • MOTLAGH, S. F. P., & NASAB, M. S. B. (2015). Assessing Metacognitive Awareness and Learning strategies: Metacognitive, Cognitive and Socio-affective Strategies. LAP LAMBERT Academic Publishing.
  • NIE, F. (2019). Religion and self-efficacy: A multilevel approach. Mental Health, Religion & Culture, 22(3), 279-292.
  • OWEN, S., & FROMAN, R. (1988). Development of a College Academic Self-Efficacy Scale. The Annual Meeting of the National Council on Measurement in Education, New Orleans.
  • ÖZÇELİK, H., & KURT, A. A. (2007). Primary school teachers’ computer self-efficacies: Sample of balıkesir. Elementary Education Online, 6(3), 441‐451.
  • PHAN, H. P., NGU, B. H., SHIH, J.-H., LIN, R.-Y., SHI, S.-Y., & WANG, H.-W. (2020). Validating ‘optimizing’ concepts: The importance of personal resolve, effective functioning, and academic striving. Educational Psychology, 40(4), 448-472.
  • PROUST, J., & FORTIER, M. (Ed.). (2018). Metacognitive diversity: An interdisciplinary approach. Oxford University Press.
  • QOSIM, M. N., MISNAWATIB, D., ELIHAMIC, Musa, M., & SAPUTRAE, N. (2023). The influence of reflective learning model on students’ metacognitive awareness in islamic religious education. 29(1), 32-39.
  • RAHIMI, M., & ABEDI, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia - Social and Behavioral Sciences, 98, 1454-1460.
  • SATICI, S. A., & CAN, G. (2016). Investigating academic self-efficacy of university students in terms of socio-demographic variables. Universal Journal of Educational Research, 4, 1874-1880.
  • SAYAN, Y. E., & TAVUKÇUOĞLU, M. (2020). Yüksek din öğretimi öğrencilerinin öğrenme iklimi algılarının akademik özyeterlik ve akademik başarıyla ilişkisi üzerine bir araştırma. Cumhuriyet İlahiyat Dergisi, 24(2), 833-855.
  • SCHRAW, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1), 113-125.
  • SCHRAW, G., & GRAHAM, T. (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20(1), 4-8.
  • SCHUNK, D. H. (1985). Self-efficacy and classroom learning. Psychology in the School, 22, 208-223.
  • SCHWAB, S. (2019). Teachers’ student-specific self-efficacy in relation to teacher and student variables. Educational Psychology, 39(1), 4-18.
  • TUNCER, M., & DOĞAN, Y. (2016). Relationships among foreign language anxiety, academic self-efficacy beliefs and metacognitive awareness: A structural equation modelling. International Journal of Learning and Development, 6(2), 31-41.
  • TURAN, S., DEMİREL, O., & SAYEK, I. (2009). Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Medical Teacher, 31(10), 477-483.
  • UÇAR, R. (2017). İlahiyat Fakültesi Öğrencilerinin Profili, Akademik Eğilimleri ve Aldıkları Eğitime İlişkin Memnuniyet Algıları (İnönü Üniversitesi Örneği). İnönü Üniversitesi İlahiyat Fakültesi Dergisi, 8(2), 105-178.
  • UÇAR, R., & BOZKURT, M. (2021). İlahiyat fakültesi öğrencilerinin dini hitabet öz yeterlik algılarına yönelik bir araştırma. Marife: Dini Araştırmalar Dergisi, XXI(12), 1109-1121.
  • VERMEER, P. (2012). Meta-concepts, thinking skills and religious education. British Journal of Religious Education, 34(3), 333-347.
  • WARSHAWSKI, S. (2022). Academic self-efficacy, resilience and social support among first-year israeli nursing students learning in online environments during covid-19 pandemic. Nurse Education Today, 110, 1-6.
  • YEŞİLYURT, E. (2013). Academic self-efficacy perceptions of teacher candidates. Mevlana International Journal of Education, 3, 93-103.
  • YILAR, M. B. (2020). Academic self-efficacy beliefs of turkish and american ph.d students: A comparative study. International Journal of Psychology and Educational Studies, 7(4), 180-194.
  • YILDIZ, M. (2003). İlahiyat Fakültesi Öğrencilerinin Psikososyal Özellikleri. Tibyan Yayıncılık.
  • ZEE, T. van der, HERMANS, C., & AARNOUTSE, C. (2006). Primary school students’ metacognitive beliefs about religious education. Educational Research and Evaluation, 12(3), 271-293.
  • ZYSBERG, L., & SCHWABSKY, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467-482.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Din Eğitimi
Bölüm Makaleler
Yazarlar

Cemil Osmanoğlu 0000-0003-3088-8357

Mustafa Ulu 0000-0003-0070-7826

Erken Görünüm Tarihi 13 Şubat 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 12 Ocak 2024
Kabul Tarihi 13 Şubat 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 51

Kaynak Göster

APA Osmanoğlu, C., & Ulu, M. (2024). Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Akademik Öz-Yeterlik ve Üstbilişsel Farkındalıklarının İncelenmesi. Bilimname(51), 87-146. https://doi.org/10.28949/bilimname.1418688