Relationship between Pre-service Turkish Teachers’ Attitudes towards Reading Book and Academic Self-efficacy: The Case of Muğla Sıtkı Koçman University

Abstract

The purpose of the current study is to determine the relationship between pre-service Turkish teachers’ attitudes towards reading book and academic self-efficacy. To this end, “The Scale of Attitude towards Reading Book” (İpek Eğilmez and Özşavli, 2018) and “Academic Self-efficacy Scale” (Ekici, 2012) were administered to 184 students attending the department of Turkish Teaching in the Education Faculty of Muğla Sıtkı Koçman University in the 2017-2018 academic year. While t-test was used for paired comparisons to determine the pre-service teachers’ attitudes towards reading book and academic self-efficacy levels, ANOVA analysis was conducted for comparisons including three or more variables and Tukey test was used to determine the source of the significant difference. In addition, Pearson correlation coefficient was calculated to determine the relationship between the pre-service Turkish teachers’ attitudes towards reading book and academic self-efficacy. In relation to academic self-efficacy, the pre-service teachers’ self-efficacy level was found to be medium ( =3.18); and the highest self-efficacy level was found for the sub-dimension of “cognitive applications”, followed by the sub-dimensions of “social status” and “technical skills”. According to the findings of the study, there are positive and significant correlations between the pre-service Turkish teachers’ attitudes towards reading book and academic self-efficacy