The relationship between preservice science teachers' perceived role modeling and self-regulation skills in science

Karaca M., BEKTAŞ O., ÖNER ARMAĞAN F., TOR D.

PSYCHOLOGY IN THE SCHOOLS, vol.61, no.9, pp.3567-3588, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 61 Issue: 9
  • Publication Date: 2024
  • Doi Number: 10.1002/pits.23243
  • Journal Name: PSYCHOLOGY IN THE SCHOOLS
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.3567-3588
  • Keywords: learning to learn, preservice teachers, role model, self-regulation, structural equation model
  • Erciyes University Affiliated: Yes

Abstract

Preservice teachers' self-regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self-regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in T & uuml;rkiye. Data were collected using the Perceived Role Models Scale and the Self-Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self-regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self-regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self-regulation skills. Therefore, we have concluded that self-regulation is an ongoing process at early ages and adulthood. Role models can improve preservice teachers' self-regulation skills. Developing self-regulation skills is a lifelong process. The education system should also develop affective skills such as self-regulation.