Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level

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dc.contributor.authorCaliskan, Muhittin
dc.date.accessioned2024-02-23T14:45:53Z
dc.date.available2024-02-23T14:45:53Z
dc.date.issued2014
dc.departmentNEÜen_US
dc.description.abstractIn this study, the effect of cognitive entry behaviors and affective entry characteristics on learning level was investigated. The study was conducted on 258 first year students attending the Faculty of Education in the autumn semester of the 2011-2012 academic year. The study was conducted using the relational survey model and data was collected using the Cognitive Entry Behaviors Test, Scale of Interest for the Course on Introduction to Education, Scale of Attitude for the Course on Introduction to Education, Academic Self-Efficacy Scale, and Achievement Test. It was concluded in the study that in a university-level course the variable of cognitive entry behaviors had a significant and medium-level effect on learning level in a university level course not exhibiting a strict sequential relationship, whereas the variable of affective entry characteristics did not have a significant effect on learning level. The two variables together accounted for 6% of the variability on learning level.en_US
dc.identifier.endpage1821en_US
dc.identifier.issn1303-0485
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-84908205008en_US
dc.identifier.startpage1816en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12452/17655
dc.identifier.volume14en_US
dc.identifier.wosWOS:000344253900009en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofKuram Ve Uygulamada Egitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAcademic Self-Concepten_US
dc.subjectAffective Entry Characteristicsen_US
dc.subjectAttitudeen_US
dc.subjectCognitive Entry Behaviorsen_US
dc.subjectInteresten_US
dc.subjectMastery Learningen_US
dc.subjectPath Analysisen_US
dc.titleEffect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Levelen_US
dc.typeArticleen_US

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