The Study of the Relationship between 21st-Century Learner Skills, Individual Innovativeness and Epistemological Beliefs of Teacher Candidates by Structural Equation Modelling

Autor/inn/en	Karatepe, Ramazan; Akay, Cenk
Titel	The Study of the Relationship between 21st-Century Learner Skills, Individual Innovativeness and Epistemological Beliefs of Teacher Candidates by Structural Equation Modelling
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1795 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karatepe, Ramazan) ORCID (Akay, Cenk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	21st Century Skills; Innovation; Epistemology; Beliefs; Preservice Teachers; Foreign Countries; Structural Equation Models; Individual Characteristics; Turkey + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Türkei
Abstract	The aim of the study reported on here was to build a structural model of the relationship between 21st-century learner skills, individual innovativeness and epistemological beliefs. Data of the study were collected with three different scales, namely, the 21st-Century Learner Skills Scale, the Epistemological Beliefs Scale, and the Individual Innovativeness Scale. The population of the study constituted 627 teacher candidates studying at Mersin University during the summer term of 2016 to 2017. After the data collection process, Structural Equation Modelling was applied through the LISREL program to determine what kind of model was established among the scales. According to the results, an increase of 1 unit in the Individual Innovativeness Scales leads to an increase of 0.51 units in the 21st-Century Learner Skills Scale, while an increase of 1 unit in the Epistemological Beliefs Scale results in an increase of 0.34 units in the 21st-Century Learner Skills Scale. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01