Effects of Self-regulatory Strategy on Prospective Science Teachers' Chemistry Self Efficacy According to Class Level and Gender

Abstract

This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between the self-regulatory strategies and their chemistry self-efficacies of prospective science teachers. In the study, “Self-Regulatory Strategies Scale” and “Chemistry Self-Efficacy Scale” were used. As a result of the study, it was observed that these strategies used by prospective science teachers while studying for chemistry lesson and their chemistry self-efficacies changed according to the class level and gender factors. It was observed also at the end of the study that the significant of the relationship between self-regulatory strategies and chemistry self-efficacy levels differed depending on the class level.