Vol 6 No 3 (2020)
Articles

Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables

Yesim Bayrakdaroglu
Department of Physical Education and Sports, Gumushane University, Gumushane, Turkey.
Hakan Hekim
Physical Education and Sports Teacher Education, Graduate Education Institute, Sakarya University of Applied Sciences, Sakarya, Turkey.
Published July 8, 2020
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Keywords
  • Goal commitment, Academic expectation, Stress, Pre-service teachers, Education, Academic stress.
Citations
How to Cite
Bayrakdaroglu, Y., & Hekim, H. (2020). Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables. Asian Journal of Education and Training, 6(3), 461-467. https://doi.org/10.20448/journal.522.2020.63.461.467

Abstract

This study was carried out with the aim of examining the stress levels towards academic expectations and goal commitment of pre-service teachers (students who are not yet teaching professionally) in terms of various variables. The data were obtained from pre-service teachers (n=465) studying at a public university. In this study, two scales were used to collect data. One was the Academic Expectations Stress Inventory developed by Ang and Huan (2006) and adapted to Turkish by Akin, Abaci, and Cetin (2009). The other was the Goal Commitment Scale developed by Hollenbeck, Klein, O'Leary, and Wright (1989) in 9 items, revised in 5 items by Klein, Wesson, Hollenbeck, Wright, and DeShon (2001) and later adapted to Turkish by Senol and Turan (2019). Descriptive statistics, Independent T-test, One Way ANOVA, Pearson Correlation and Simple Linear Regression were used in the analysis of the data. As a result of the analysis, significant differences were found in the variable of the department in terms of “expectations of self” and “goal commitment” of pre-service teachers. Similarly, significant differences were found in the variable of academic grade average in terms of “expectations of self”. In addition, it was observed that goal commitment levels and stress levels of “expectations of parents/teachers” of pre-service teachers were high. At the same time, it was observed that the stress level of “expectations of self” of pre-service teachers was above the middle level, but close to the high level.

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