Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
5
31
~
5
36
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
18166
531
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
T
he lev
el of p
edagogi
ca
l
f
or
m
atio
n stud
ents’ acade
mic locu
s
of contr
ol
Süleym
an C
an
1
,
Er
dil
Duru
ka
n
2
1
Depa
rt
m
ent
of P
rimar
y
Educat
i
on,
Muğla
Sıtkı
Koçm
an
Univer
sit
y
,
Turk
e
y
2
School
of
Ph
y
si
ca
l
Educat
iona
l
and
Sport,
Ba
lı
k
esir
Univer
si
t
y
,
Turkey
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Feb
8
, 2
01
9
Re
vised
Ju
l
2
8
,
201
9
Accepte
d
Aug
2
5
, 201
9
Aca
demic
loc
us
of
con
trol
h
as
an
importan
t
pl
ac
e
in
explaini
n
g
student
s’
beha
viors
in
ed
uca
t
iona
l
se
tt
ing
s.
The
purpose
of
the
cur
re
nt
stud
y
is
to
det
ermine
th
e
l
e
vel
of
th
e
ped
ag
ogic
a
l
form
ation
student
s’
academ
ic
loc
us
o
f
cont
rol
and
to
inve
stigate
whet
her
thi
s
le
vel
v
ari
es
depe
nd
ing
on
so
m
e
var
ia
b
le
s.
The
stud
y
emplo
y
ed
the
surve
y
m
od
el
,
one
o
f
th
e
quant
itati
v
e
rese
arc
h
m
et
hod
s.
The
unive
rse
of
the
stud
y
is
comprised
of
the
student
s
enr
olled
at
the
peda
gogi
ca
l
for
m
at
ion
progra
m
ini
ti
a
te
d
in
the
fal
l
te
rm
of
2015
-
2016
ac
ad
emic
y
ea
r
in
Muğla
Sıtkı
Koçm
an
Univer
si
t
y
and
th
e
sam
pli
ng
consi
sts
of
397
ped
a
gogic
a
l
form
at
i
on
student
s.
A
s
the
da
t
a
col
l
ec
t
ion
tool
,
t
he
ac
ad
emic
locus
of
cont
rol
sca
le
was
used
in
the
cur
ren
t
stud
y
.
It
w
as
c
oncl
uded
that
t
he
ped
agogi
c
al
form
at
ion
stude
nts’
le
ve
l
o
f
ac
ad
emic
loc
us
of
cont
rol
is
m
edi
um
.
It
was
al
so
f
ound
tha
t
the
student
s’
ac
ad
emic
loc
us
of
cont
rol
,
inter
nal
loc
us
of
co
ntrol
and
ex
te
rn
al
loc
us
of
cont
rol
do
not
var
y
signif
icantly
depe
nding
on
gende
r
and
depar
tment;
y
et,
var
y
signif
icantly
depe
nd
ing
on
age
.
Furthermor
e,
the
ped
agogi
c
al
form
at
ion
studen
ts’
le
vel
o
f
sati
sfac
ti
on
wa
s
found
to
be
signifi
c
ant
l
y
cor
r
e
la
t
ed
with
the
externa
l
locus
of
cont
rol
but
not
with
the
i
nte
rna
l
loc
us
of
cont
rol
an
d
ac
ad
emic loc
us
of
cont
ro
l.
Ke
yw
or
d
s
:
Acad
em
ic
locus o
f
c
on
t
ro
l
Peda
gogical
fo
rm
ation
Stud
e
nt
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Sü
le
ym
an
Ca
n,
Dep
a
rt
m
ent o
f El
e
m
entary Ed
ucati
on,
Mug
la
Sıt
kı Kocm
an
Un
i
ver
s
it
y,
Ko
te
kli, Mu
gla
Co
un
ty
48000, T
urkey.
Em
a
il
: scan@m
u.
edu
.tr
1.
INTROD
U
CTION
The
basic
co
nd
it
io
ns
of
c
r
eat
ing
ef
fecti
ve
le
arn
in
g
e
nvir
on
m
ents
wi
thin
the
e
duc
at
ion
al
an
d
instru
ct
io
nal
pr
ocess
inclu
de
determ
ining
th
e
ind
ivid
ual
di
ff
e
ren
ces
of
st
ud
e
nts.
I
ndivid
ual
diff
e
re
nces
aff
ect
the
s
uccess
a
nd
c
ourse
-
ori
en
te
d
m
otivati
on
of
in
div
i
du
al
s
duri
ng
e
du
c
at
ion
al
a
nd
in
structio
nal
act
ivit
ie
s.
Con
st
ru
ct
s
su
c
h
as
intel
li
gen
c
es,
a
bili
ti
es,
sel
f
-
co
nfi
de
nce,
m
ot
ivati
on
,
le
arn
i
ng
an
d
thin
king
sty
le
s
pos
sesse
d
by
ind
ivi
dual
s
le
ad
to
e
m
erg
ence
of
in
di
vidual
dif
fer
e
nces.
T
he
co
ns
truct
of
locu
s
of
co
ntr
ol
is
al
so
cond
ucive
t
o
t
he fo
rm
ation
of in
div
i
du
al
dif
fer
e
nces.
Loc
us
of
co
ntr
ol
base
d
on
Ro
tt
er'
s
so
ci
al
le
a
rn
i
ng
the
ory
de
pends
on
the degree
to w
hic
h
ind
ivi
du
al
s
per
cei
ve
their
per
s
onal
respo
ns
ibil
it
y
fo
r
ev
ents
[1]
.
L
ocus
of
co
ntr
ol
is
m
ade
up
of
t
wo
dim
ension
s
bein
g
internal
loc
us
of
co
ntr
ol
an
d
extern
al
locu
s
of
co
ntr
ol.
The
ind
i
vidual
s
hav
in
g
exte
r
nal
locus
of
con
t
ro
l
belie
ve
that
exter
nal
forces
(luc
k,
destiny
or
ot
her
s
’
be
ha
viors)
are
the
m
ai
n
deter
m
i
nan
ts
a
nd
th
us
they
bel
ie
ve
that t
he
y ca
n
cha
ng
e
ve
ry li
tt
le
w
it
h
t
heir
a
bili
ti
es a
nd
be
hav
i
or
s; t
her
e
fore,
t
hey d
o
i
nv
e
st ei
ther
no
or
ver
y
li
tt
le
eff
or
t
[2]
.
The
in
div
id
uals
with
internal
locus
of
co
ntr
ol
are
of
the
opini
on
that
that
w
hat
is
i
m
po
rtant
is
t
heir
own
be
ha
viors
[3
]
a
nd
thu
s
,
t
hey
put
forth
t
he
e
ffort
need
e
d
[
4]
.
The
i
nd
i
viduals
wit
h
exter
nal
loc
us
of
co
ntr
ol
a
re
cl
aim
ed
to
be
l
ess
ea
ger
to
de
m
on
strat
e
their
abili
ti
es,
to
ex
per
ie
nce
t
he
fe
el
ing
of
hel
plessne
s
s
m
or
e
and
to
hav
e
lo
wer
e
xp
ect
at
io
n
of
su
ccess
[
5]
.
T
he
i
nd
i
viduals
with
internal
locus
of
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
5
3
1
-
5
3
6
532
con
t
ro
l
on
the
oth
e
r
ha
nd
ha
ve
been
cl
ai
m
ed
to
be
m
or
e
su
cces
sf
ul
in
cop
i
ng
with
st
ress
[6]
,
to
be
m
or
e
act
ive
in
inter
per
s
onal
relat
ion
s
hi
ps
an
d
to
be
m
or
e
li
kely
to
fu
lfil
l
the
ir
res
pons
ibil
it
ie
s
[7]
,
to
be
m
or
e
su
ccess
f
ul
in
s
olv
in
g
pro
ble
m
s
[8
]
,
[
9]
,
to
be
m
or
e
ef
fec
ti
ve
in
m
aking
decisi
ons
[
10]
,
to
ha
ve
hi
gher
sel
f
-
eff
ic
acy
[
11]
, t
o be aca
dem
icall
y
m
or
e su
cc
essfu
l
[
12,
13]
and to
be socia
ll
y
m
or
e act
ive
[
14
]
.
In
t
he
academ
ic
set
ti
ng
,
loc
us
of
c
on
t
ro
l
corres
ponds
to
the
evalu
at
io
n
of
stu
de
nts'
ind
ivi
du
al
su
ccess
a
nd
fa
il
ur
es
at
sch
ool
[12]
.
T
he
a
cadem
ic
locus
of
c
on
t
ro
l
offer
s
in
sig
hts
about
an
i
nd
i
vid
ual
’s
gen
e
rali
zed e
xpect
at
ion
s
in
a
n
aca
dem
ic
en
vir
on
m
ent.
Acad
em
ic
exte
rn
al
locu
s
of
c
on
t
ro
l
ref
e
rs
to
stud
ents
’
belie
f
that
the
po
si
ti
ve
or
ne
gativ
e
ou
tc
om
es
or
s
uccesse
s
or
fail
ur
es
t
hey
ha
ve
at
ta
ined
at
sch
oo
l
hav
e
be
en
br
ought
ab
out
by
fact
or
s
ot
her
t
han
t
heir
own
con
t
ro
l,
s
uc
h
a
s
cha
nce,
diff
ic
ulty
of
the
ta
s
k
or
th
e
be
ha
vior
of
ot
her
i
nd
i
vi
du
al
s.
Aca
de
m
ic
internal
lo
cus
of
con
t
ro
l
on
the
oth
e
r
hand
refe
rs
to
stu
de
nts’
belie
f
that
a
ny
academ
ic
su
ccess
or
fail
ure
is
due
t
o
the
ir
ow
n
beh
a
viors
or
pe
rsonali
ty
trai
t
s
[15]
.
T
he
ex
ist
ence
of
i
nte
rn
al
a
nd
e
xter
nal
academ
ic
l
ocus
of
co
ntr
ol
in
an
academ
ic
env
iro
nm
ent
is
influ
e
ntial
on
c
arr
yi
ng
out
as
sign
m
ents,
duti
es
and
res
pons
ibil
it
ie
s,
academ
ic
achievem
ent,
decisi
on
m
aking
sk
il
ls
an
d
c
areer
sel
ect
io
n
[16]
.
Give
n
t
he
delineat
ions
ab
ov
e
,
it
can
be
sai
d
that
locus
of
c
on
t
ro
l
has
a
n
im
po
rtant
place
in
exp
la
ini
ng
stud
e
nts’
beh
a
vi
ors
in
ed
ucat
ion
al
en
vir
onm
ents.
Th
us
,
it
seem
s
to
be
im
po
rtant
to
determ
ine
pre
-
se
r
vice
te
achers
’
internal
an
d
e
xter
nal
locus
of
con
t
rol
tog
et
he
r
m
aki
ng
up
aca
dem
i
c
locus
of
co
nt
ro
l.
It
is
al
so
belie
ved
to
be
i
m
po
rtant
to
determ
ine
the
factors
aff
ect
in
g
t
heir
locus
of
c
ontr
ol.
I
n
this
reg
a
rd,
the
purpos
e
of
t
he
cu
rr
e
nt
stud
y
was
se
t
to
be
to
dete
rm
ine
ped
a
gogical
f
orm
ation
stude
nt
s’
le
vel
of
ac
adem
ic
locus
of
c
on
tr
ol
an
d
to
rev
eal
the
relat
ion
s
hip
s
be
tween
their aca
dem
ic
locus
of c
on
t
rol
an
d s
om
e v
ariables
.
2.
RESEA
R
CH MET
HO
D
The
c
urre
nt
stu
dy
is
a
qu
al
it
ative
stud
y
em
pl
oying
the
s
urv
ey
m
od
el
.
The
su
r
vey
m
od
el
ref
ers
to
an
inv
est
igati
on
m
ade
on
a
group
ta
ke
n
f
rom
a
un
ivers
e
m
ade
up
of
m
any
el
e
m
ent
s
to
reach
a
gen
e
ral
con
cl
us
io
n o
n
t
he un
i
ver
se
[
17]
.
The
un
ive
rse
of
the
c
urre
nt
stu
dy
is
m
ade
up
of
the
pe
dago
gical
f
orm
at
ion
stu
den
t
s
en
ro
ll
e
d
i
n
Muğ
la
Sıt
kı
K
oçm
an
Un
ive
rs
it
y
in
2015
-
20
16
aca
dem
ic
year
.
The
sam
pling
of
the
study
is
co
m
pr
ise
d
of
397
stud
e
nts
rand
om
ly
selec
te
d
from
a
m
on
g
th
e
un
i
ver
se
as s
ho
wn in
Table
1
.
Table
1.
Dem
og
ra
phic
f
eat
ur
e
s of the
sam
pli
ng
Variables
N
%
Ag
e
2
0
and
under
111
28
21
–
25
119
30
26
-
30
61
1
5
.4
3
1
and
ov
er
106
2
6
.7
Gen
d
er
Fe
m
ale
222
5
5
.9
Male
175
4
4
.1
Of
the
39
7
pe
dago
gical
fo
r
m
at
ion
stud
e
nts
par
ti
ci
pating
in
the
current
stud
y,
28%
(
111)
are
in
the
age g
r
oup
“2
0
and
un
der
”
, 3
0%
(
119)
are
in
the
age
g
r
oup
“21
-
25”, 15.4
%
(
61)
a
re
i
n
t
he
a
ge
gro
up
“
26
–
30
”
and
26,
4%
(
106)
a
re
i
n
the
ag
e
gro
up
“3
1
a
nd
ov
e
r”.
O
f
the
397
pe
da
gogi
cal
form
ation
s
tud
e
nts
pa
rtic
ipati
ng
i
n
the c
urre
nt s
tud
y,
55.
9% (222) a
re
fem
al
e
s and
44.
1% (175) a
re m
al
es.
As
the
data
co
ll
ect
ion
too
l
in
the
cur
re
nt
stud
y,
the
aca
de
m
ic
locus
of
con
t
ro
l
scal
e
an
d
a
per
s
onal
inf
or
m
at
ion
form
wer
e
us
ed
.
The
acad
em
ic
locus
of
c
on
t
rol
scal
e
was
de
velo
ped
by
[2
]
.
The
aca
dem
i
c
locu
s
of
c
on
t
ro
l
scal
e
is
com
pr
ise
d
of
17
it
em
s
a
nd
t
wo
dim
ension
s
bein
g
inte
rn
al
loc
us
of
c
on
t
ro
l
a
nd
e
xt
ern
al
locus
of
c
ontr
ol.
O
f
these
17
it
em
s,
11
ar
e
relat
ed
to
e
xt
ern
al
loc
us
of
con
t
ro
l
a
nd
6
are
relat
ed
t
o
internal
locus
of
co
ntr
ol
.
The
inte
rn
al
consi
ste
ncy
co
eff
ic
ie
nt
f
or
th
e
internal
l
ocus
of
c
ontr
ol
di
m
ension
was
f
ound
to
be
.
78
a
nd
t
he
internal
co
ns
i
ste
ncy
coeffic
ie
nt
for
the
e
xtern
al
loc
us
of
con
t
ro
l
wa
s
f
ound
to
be
.
79.
The
academ
ic
locus
of
c
on
tr
ol
sc
al
e
do
e
s
not
ha
ve
a
ny
re
ve
r
se
it
e
m
s.
The
sc
or
es
ta
ke
n
fro
m
the
inter
nal
locus
of
con
t
ro
l
an
d
e
xt
ern
al
loc
us
of
con
tr
ol
dim
ension
s
ca
n
be
i
nter
pr
et
ed
as
f
ollows:
the
hi
gh
e
r
the
m
ean
scor
e
ta
ken
from
o
ne
d
im
ension
,
the
m
or
e char
a
ct
erist
ic
s o
f
the
re
la
te
d
dim
ension
the
r
es
ponde
nt h
a
s.
In
the
a
naly
sis
of
the
c
ollec
te
d
data,
fir
s
t
the
colle
ct
ed
data
we
re
e
ntere
d
into
th
e
com
pu
te
r
env
i
ronm
ent;
t
he
quest
io
nn
ai
res
not
hav
i
ng
been
res
pond
ed
pro
per
ly
w
ere
exclu
de
d
f
ro
m
the
analy
ses.
The
data
we
re
a
nal
yz
ed
in
IBM
S
PSS
21
progra
m
pack
age.
Th
e
h
om
og
eneit
y
of
the
va
rianc
e
was
exam
ined;
as
a
resu
lt
of
the
ho
m
og
e
neity
t
est
s,
the
stu
de
nts’
le
vel
of
academ
ic
locu
s
of
c
on
t
ro
l
was
dete
rm
ine
d.
T
he
correla
ti
on
bet
ween
the
aca
dem
ic
locus
of
con
t
ro
l
an
d
th
e
gender
va
ria
ble
was
te
ste
d
with
t
-
te
st
and
the
cor
relat
ion
s
be
tween
the
le
ve
l
of
academ
ic
locus
of
c
on
t
r
ol
an
d
the
age
,
de
par
tm
ent
a
nd
sat
isfact
io
n
wer
e
te
ste
d
with
one
-
way
var
ia
nce
analy
sis (
ANO
VA).
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Determi
na
ti
on
of the level
of
peda
gogical f
ormati
on stu
dent
s’
ac
ademic l
oc
us
of c
on
tr
ol
(
Sü
le
y
man
C
an
)
533
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
In
li
ne
with
the
gen
e
ral
pur
po
se
of
th
e
stu
dy,
the
res
ults
of
t
he
analy
ses
c
onduct
e
d
t
o
fin
d
answ
e
rs
to
the
researc
h
quest
io
ns
are
pr
esented
in
this
sect
ion
.
Fin
di
ng
s
relat
ed
to
the
ped
a
gogica
l
fo
rm
at
ion
stud
ents
’
le
vel
of
aca
de
m
ic
locus
of
c
on
t
ro
l
a
re
giv
e
n
in
Ta
ble
2.
A
s
can
be
see
n
i
n
Ta
ble
2,
the
ped
a
gogical
form
ation
stud
e
nts’
m
ean
le
vel
of
aca
de
m
ic
locus
of
c
on
t
ro
l
was
f
ound
to
be
m
ediu
m
.
T
he
m
ean
l
evel
of
i
nter
nal
locu
s
of co
ntr
ol w
a
s
fou
nd to be
high a
nd the m
ean
level o
f
e
xter
na
l l
ocu
s
of c
on
t
ro
l
was f
ound t
o be lo
w.
Table
2.
Peda
gogical
form
at
io
n
st
ud
e
nts’ l
ev
el
s o
f
academ
ic
locu
s
of
c
ontrol
N
X
̅
Ss
Min.
Max.
Extern
al con
trol
397
1
.44
.55
1
.00
3
.00
Internal co
n
trol
397
2
.69
.54
1
.00
3
.00
Acade
m
ic
con
trol
397
1
.95
.38
1
.00
3
.00
In
Table
3,
t
he
resu
lt
s
of
t
-
te
s
t
cond
ucted
t
o
determ
ine
wh
e
ther
the
pe
da
gogical
f
orm
ati
on
stu
den
ts
’
le
vel
of
aca
de
m
ic
locus
of
c
on
t
ro
l var
ie
s
sign
i
ficantl
y
de
pe
nd
i
ng
on
t
he
gende
r
var
ia
bl
e
are p
re
sente
d.
As
ca
n
be
see
n
in
Ta
ble
3,
t
he
pedagogica
l
f
or
m
at
ion
stu
de
nts’
le
vels
of
aca
dem
ic
locus
of
co
ntr
ol
do
not
va
ry
sign
ific
a
ntly
de
pendin
g
on
the
ge
nder
va
riable
(
p>.05).
I
n
ot
her
w
ords,
g
en
de
r
wa
s
f
ound
to
ha
ve
no
t
a
sign
ific
a
nt
infl
uen
ce
on
acad
e
m
ic
locus
of
con
t
ro
l,
i
nternal
locus
of
c
ontr
ol
an
d
exter
nal
locu
s
of
c
on
t
ro
l
.
Wh
e
n
t
he
rele
van
t
li
te
ratu
re
is
rev
ie
wed,
i
t
is
seen
that
there
a
re
s
ome
st
ud
ie
s
re
porting
t
hat
pre
-
serv
ic
e
te
achers
’
aca
de
m
ic
locu
s
of
co
ntr
ol does
not
var
y
by
gender
[
18
-
23]
.
Table
3.
Ge
nd
e
r
-
base
d diff
e
re
nces
betwee
n
t
he peda
gogical
for
m
at
ion
stu
de
nts’
le
vels
of
academ
ic
locus
of c
on
t
rol
Gen
d
er
N
Ss
t
p
Acade
m
ic
con
trol
Fe
m
ale
222
2
.85
.44
1
.29
.19
6
Male
175
2
.91
.49
Internal co
n
trol
Fe
m
ale
222
4
.05
.71
1
.95
.84
6
Male
175
4
.07
.77
Extern
al con
trol
Fe
m
ale
222
2
.19
.65
1
.25
.21
0
Male
175
2
.28
.71
In
Ta
ble
4,
t
he
res
ults
of
t
he
on
e
-
way
va
ria
nce
a
naly
sis
(
ANO
VA)
c
on
du
ct
e
d
t
o
deter
m
ine
w
hether
the
pe
dago
gica
l
fo
rm
at
ion
stu
den
ts
’
le
vels
of
academ
ic
locus
of
c
on
t
ro
l
va
ry
sign
i
ficantl
y
dep
e
nd
i
ng
on
the
age
var
ia
ble ar
e g
ive
n.
As
can
be
see
n
in
Table
4,
th
e
ped
a
gogical
form
ation
stu
de
nts’
le
vels
of
academ
ic
lo
cu
s
of
co
ntr
ol,
internal
loc
us
of
c
on
tr
ol
an
d
extern
al
loc
us
of
co
ntr
ol
vary
sign
ific
antly
by
age.
The
s
ign
ific
a
nt
diff
e
ren
c
e
fou
nd
i
n
the
ex
te
rn
al
loc
us
of
con
t
ro
l
dim
ension
seem
s
to
ha
ve
ste
m
m
ed
fr
om
the
dif
fer
e
nce
betwee
n
th
e
ag
e
gro
up
s
21
-
25
and
31
an
d
ov
er.
The
sig
nifi
cant
diff
e
rence
f
ound
in
the
inter
nal
loc
us
of
c
on
t
ro
l
dim
e
ns
io
n
seem
s
to
hav
e
stemm
ed
fr
om
the
dif
fer
e
nce
betwee
n
the
ag
e
groups
20
a
nd
unde
r
an
d
26
-
30.
T
he
sig
nif
ic
ant
diff
e
re
nce
fou
nd
in
the
ac
ad
e
m
ic
locus
of
con
t
ro
l
dim
ension
seem
s
to
hav
e
ste
m
m
ed
from
the
di
ffe
ren
c
e
betwee
n
the
a
ge
groups
21
-
25
and
31
a
nd
ov
er.
T
his
fin
ding
is
par
al
le
l
to
[24]
repo
rting
that
with
incre
asi
ng
age,
i
nd
i
vidual
s ten
d
to
b
e
m
or
e inter
nally
contr
olled.
Table
4.
T
he
r
e
su
lt
s of
one
-
wa
y varia
nce a
naly
sis
cond
ucted
to dete
rm
ine w
het
her the
pe
dago
gical
for
m
at
ion
stud
e
nts’ l
evel
s of aca
dem
ic
l
ocus
of
c
ontr
ol v
a
ry sig
nifica
ntly
d
epe
ndin
g o
n
the
ag
e
v
a
r
ia
ble
Su
m
of
Sq
u
ares
Sd
Mean
Sq
u
ares
F
p
Dif
f
erence
Extern
al
Co
n
trol
Between
-
g
rou
p
s
5
.15
3
1
.72
3
.77
.01
2
-
4
W
ith
in
-
g
rou
p
s
1
7
9
.21
393
.46
Total
1
8
4
.36
396
Internal
Co
n
trol
Between
-
g
rou
p
s
5
.10
3
1
.70
5
.16
.03
1
-
3
W
ith
in
-
g
rou
p
s
2
1
1
.90
393
.54
Total
2
1
7
.00
396
Acade
m
ic
Co
n
trol
Between
-
g
rou
p
s
1
.89
3
.63
2
.91
.03
2
-
4
W
ith
in
-
g
rou
p
s
8
4
.87
393
.22
Total
8
6
.76
396
x
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
5
3
1
-
5
3
6
534
In
Ta
ble
5,
t
he
res
ults
of
t
he
on
e
-
way
va
ria
nce
a
naly
sis
(
ANO
VA)
c
on
du
ct
e
d
t
o
deter
m
ine
w
hether
the
pe
dago
gica
l
fo
rm
at
ion
stu
den
ts
’
le
vels
of
academ
ic
locus
of
c
on
t
ro
l
va
ry
sign
i
ficantl
y
dep
e
nd
i
ng
on
the
dep
a
rtm
ent
var
ia
ble
are
giv
e
n.
As
can
be
seen
in
Ta
ble
5,
the
pe
dago
gical
form
ation
stu
den
ts
’
le
vels
of
academ
ic
locus
of
c
ontrol,
i
nter
nal
loc
us
of
c
on
t
ro
l
a
nd
exter
nal
loc
us
of
co
ntr
ol
do
no
t
va
ry
sig
nif
ic
antly
dep
e
ndin
g
on
the
de
pa
rtm
e
nt
va
riable.
Wh
et
her
t
he
s
tud
e
nts
are
from
literacy
dep
artm
ents,
num
eracy
dep
a
rtm
ents
or
vo
cat
io
nal
de
par
tm
ents
do
es
no
t
le
ad
to
a
ny
sign
ific
ant
in
flue
nce
on
any
of
the
dim
ensi
on
s
of
academ
ic
locu
s
of
c
on
t
ro
l.
In
a
stud
y
co
nduc
te
d
by
[
25
]
on
seni
or
st
ud
e
nt
s
of
al
l
the
de
par
tm
ents
of
th
e
KT
Ü
Ed
ucati
on
Fac
ulty
,
it
was
fo
und
that
the
s
tud
e
nts’
acad
e
m
ic
locus
of
con
t
ro
l
does
not
var
y
sig
nifi
cantl
y
dep
e
ndin
g
on
the
de
par
tm
ent
at
te
nd
ed
.
Sim
il
arly
,
[2
6],
[
27]
repor
te
d
th
at
the
stud
e
nts’
academ
ic
loc
us
of
con
t
ro
l
does
not va
ry
sig
nific
antly
d
epe
ndin
g on the
de
par
t
m
ent v
aria
ble.
Table
5.
T
he
r
e
su
lt
s of
one
-
wa
y varia
nce a
naly
sis cond
ucted
to dete
rm
ine w
het
her the
pe
dago
gical
for
m
at
ion
stud
e
nts’ l
evel
s of aca
dem
ic
l
ocus
of
c
ontr
ol v
a
ry sig
nifica
ntly
d
epe
ndin
g o
n
the
d
e
pa
rtm
ent v
a
ria
ble
Su
m
of
Sq
u
ares
Sd
Mean
Sq
u
ares
F
p
Dif
f
erence
Extern
al
Co
n
trol
Between
-
g
rou
p
s
.18
2
.09
.19
.83
-
W
ith
in
-
g
rou
p
s
1
8
4
.18
394
.47
Total
1
8
4
.36
396
Internal
Co
n
trol
Between
-
g
rou
p
s
.58
2
.29
.53
.59
-
W
ith
in
-
g
rou
p
s
2
1
6
.42
394
.55
Total
2
1
7
.00
396
Acade
m
ic
Co
n
trol
Between
-
g
rou
p
s
.01
2
.01
.03
.98
-
W
ith
in
-
g
rou
p
s
8
6
.75
394
.22
Total
8
6
.76
396
In
Ta
ble
6,
t
he
res
ults
of
t
he
on
e
-
way
va
ria
nce
a
naly
sis
(
ANO
VA)
c
on
du
ct
e
d
t
o
deter
m
ine
w
hether
the
pe
dago
gica
l
fo
rm
at
ion
stu
den
ts
’
le
vels
of
academ
ic
locus
of
c
on
t
ro
l
va
ry
sign
i
ficantl
y
dep
e
nd
i
ng
on
the
sat
isfact
ion
va
riable
a
re
giv
e
n.
As
can
be
seen
i
n
Ta
ble
6,
the
pe
da
gogical
form
at
i
on
stu
de
nts’
l
evel
of
exter
nal
loc
us
of
co
ntr
ol
va
ries
sig
nifican
tl
y
dep
en
ding
on
the
sat
isf
act
ion
var
ia
ble
but
their
le
vels
of
academ
ic
locus
of
c
on
tr
ol
a
nd
exte
rn
al
l
oc
us
of
co
ntr
ol
do
no
t.
Wh
e
n
the
sou
rce
of
this
dif
fer
e
nc
e
was
exam
ined,
it
w
as
f
ound
that
i
t
stemm
ed
fr
om
the
dif
fer
e
nc
e
betwee
n
t
hose
who
a
re
sa
ti
sfied
an
d
t
hose
w
ho
are
di
ssati
sfied
and
betwee
n
t
ho
s
e wh
o
a
re
pa
rtia
ll
y sat
isfied
a
nd th
os
e
w
ho a
re
dissati
sfied.
Table
6.
T
he
r
e
su
lt
s of
one
-
wa
y varia
nce a
naly
sis cond
ucted
to dete
rm
ine w
het
her the
pe
dago
gical
for
m
at
ion
stud
e
nts’ l
evel
s of aca
dem
ic
l
ocus
of
c
ontr
ol v
a
ry sig
nifi
ca
ntly
d
epe
ndin
g o
n
the
sati
sfac
ti
on
var
ia
ble
Su
m
of
Sq
u
ares
Sd
Mean
Sq
u
ares
F
p
Dif
f
erence
Extern
al Co
n
trol
Between
-
g
rou
p
s
3
.65
2
1
.83
3
.98
.02
1
-
2
,
2
-
3
W
ith
in
-
g
rou
p
s
1
8
0
.71
394
.46
Total
1
8
4
.36
396
Internal C
o
n
trol
Between
-
g
rou
p
s
.53
2
.27
.48
.62
-
W
ith
in
-
g
rou
p
s
2
1
6
.47
394
.55
Total
2
1
7
.00
396
Acade
m
ic
Co
n
trol
Between
-
g
rou
p
s
1
.23
2
.61
2
.83
.06
-
W
ith
in
-
g
rou
p
s
8
5
.53
394
.22
Total
8
6
.76
396
4.
CONCL
US
I
O
N
In
the
c
urre
nt
stud
y,
it
was
f
ound
that
the
ped
a
gogical
form
ation
st
ud
e
nt
s’
le
vel
of
aca
dem
ic
locus
of
c
on
tr
ol
is
m
edium
,
le
vel
of
intern
al
locus
of
co
ntr
ol
is
hig
h
an
d
le
vel
of
exter
nal
locu
s
of
co
ntr
ol
is
lo
w
.
The
stu
de
nts’
high
le
vel
of
i
nter
nal
locus
o
f
co
ntr
ol
can
be
evaluate
d
as
a
posit
ive
fin
ding
in
te
rm
s
of
t
he
stud
e
nts’
qual
ific
at
ion
s.
T
he
stud
e
nts
with
i
nter
nal
loc
us
of
co
ntr
ol
a
dm
i
t
that
their
su
cc
ess
de
pe
nd
s
on
their
own
be
ha
vio
r
s
and
thus
they
inv
est
the
re
quired
effo
rt.
Th
ey
are
m
or
e
su
ccessf
u
l
in
copi
ng
with
stress
,
m
or
e
act
ive
in
i
nter
per
s
onal
relat
ion
s
hi
ps
,
ta
ke
their
r
esp
onsi
bili
ty
,
their
m
otivati
on
is
hi
gh,
they
are
m
or
e
su
ccess
fu
l
in
so
lvi
ng
pr
ob
le
m
s,
their
sel
f
-
eff
ic
acy
is
hig
h,
they
are
academ
ic
ally
su
ccessf
ul
and
s
ocial
ly
act
ive.
Wh
et
h
er
in
div
i
du
al
s
are
inte
rn
al
ly
or
exte
rn
al
ly
con
t
ro
ll
ed
in
their
aca
dem
ic
en
dea
vors
is
highly
influ
e
ntial
on
m
aking
prefe
r
ences
t
hat
will
sh
a
pe
t
he
fu
t
ure
s
uch
as
f
ulfi
ll
ing
du
ti
es
a
nd
respo
ns
ibil
it
ie
s
an
d
m
aking
aca
de
m
ic
decisi
on
s.
In
ad
diti
on
t
o
these
fin
dings
it
was
al
so
found
that
the
pe
dago
gical
for
m
at
ion
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Determi
na
ti
on
of the level
of
peda
gogical f
ormati
on stu
dent
s’
ac
ademic l
oc
us
of c
on
tr
ol
(
Sü
le
y
man
C
an
)
535
stud
e
nts’
le
vels
of
aca
dem
ic
locus
of
c
ontr
ol,
inter
nal
loc
us
of
c
on
t
ro
l
a
nd
e
xter
nal
loc
us
of
c
on
t
ro
l
do
not
var
y
sig
nifica
ntly
dep
en
ding
on
the
de
pa
rtm
ent
and
gen
de
r
va
riable
s
.
Howev
e
r,
the
ir
le
vels
of
ac
adem
ic
locus
of
c
on
t
r
ol,
inter
nal
loc
us
of
co
ntr
ol
a
nd
e
xter
nal
lo
cus
of
co
ntr
ol
var
y
sig
nifica
nt
ly
by
age.
Be
sides,
their
le
vel
of
exter
nal
locus
of
c
on
t
ro
l
var
i
es
sign
ific
a
ntly
dep
e
nd
i
ng
on
the
sat
isfact
i
on
var
ia
ble
bu
t
their
le
vels of aca
de
m
ic
locu
s
of
co
ntr
ol and e
xter
nal loc
us
of co
ntr
ol do n
ot.
The
c
urren
t
st
ud
y
was
c
onduct
ed
with
th
e
pr
e
-
se
rv
ic
e
te
achers
en
ro
ll
e
d
in
a
pe
da
gogical
form
at
io
n
pro
gr
am
.
Si
m
ilar
stu
dies
ca
n
be
c
onduct
ed
on
pr
e
-
ser
vice
t
eachers
f
ro
m
di
ff
ere
nt
dep
a
rtm
ents.
I
n
th
e
c
urren
t
stud
y,
f
our
in
dep
e
ndent
var
i
ables
(
ge
nd
e
r,
age,
de
par
tm
ent,
sat
isfact
io
n
le
vel)
th
ought
to
a
ff
ect
ac
adem
ic
locus
of
c
ontr
ol
wer
e
in
vestig
at
ed.
F
uture
re
search
m
ay
exp
lo
re
the
ef
fect
of
dif
fer
e
nt
va
riables
on
aca
dem
ic
locus
of
c
on
t
r
ol.
Wh
et
her
in
d
ivid
uals
a
re
i
nter
nally
or
ex
te
rn
al
ly
co
ntr
ol
le
d
has
sig
nifi
cant
im
pacts
on
thei
r
academ
ic
ex
pe
riences.
F
uture
r
esea
rch can
focu
s
on w
ay
s
of
dev
el
op
i
ng stud
e
nts’ ac
ade
m
ic
locu
s
of
co
ntr
ol.
REFERE
NCE
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t
rai
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t
er
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A
Stud
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wi
th
Turk
ish Uni
ver
sit
y
St
udent
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viour
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and
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Kara
n
cı
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"
Ho
w
does
loc
us
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cont
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and
in
fla
t
ed
sense
of
responsibil
ity
r
e
la
t
et
oobsess
ive
-
compulsive
s
y
m
ptoms
in
Turki
s
h
a
do
le
sc
ent
s
?
,
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y
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2008
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[8]
N.
Konan,
"
Re
l
at
ionship
b
et
we
en
loc
us
of
co
ntrol
and
prob
lem
-
solving
skill
s
of
high
school
administra
tors,
"
Inte
rnational
Jo
urnal
of
So
ci
al
S
ci
en
ce
s and
Edu
cat
ion
,
vol
.
3(3
),
pp.
786
-
794,
20
13.
[9]
NB.
Serin
and
R.
Deri
n
,
"
İlköğ
ret
im
öğre
n
ci
l
erinin
kişil
era
r
ası
proble
m
çöz
m
e
bec
er
isi
a
lgı
l
arı
ve
den
et
im
odağ
ı
d
üzey
l
eri
ni
e
tki
l
e
y
en
f
akt
ör
le
r
,
"
Uluslarar
ası İ
ns
an
Bilimle
ri
Dergisi,
vo
l. 5(1),
p
p.
1
-
18
,
2008
.
[10]
AE.
Çoban
an
d
Z.
Ham
amcı,
"
Kontrol
odak
la
rı
far
kl
ı
erg
e
nle
rin
kar
ar
str
a
tejileri
açısınd
an
in
ce
l
enmesi,"
Kastamonu Eği
tim
Dergisi,
vo
l. 1
4(2),
pp
.
393
-
40
2,
2006
.
[11]
J.
Cari
f
io
and
L.
Rhod
es,
"
Co
nstruct
v
al
id
it
i
e
s
and
th
e
empiric
a
l
re
lationship
s
be
twee
n
opt
i
m
ism
,
hope,
sel
f
-
eff
icac
y
,
andl
oc
us of
cont
ro
l,
"
W
ork,
vol
.
19
,
pp
.
125
-
136,
2002
.
[12]
ME.
Alt
ıpa
rm
ak
,
"
Akade
m
ik
ko
ntrol
od
ağı
v
e
başa
rı
h
ede
f
y
ö
nel
imler
i:
B
eden
eğitimi
öğ
r
en
ci
l
eri
ü
ze
r
inde
bir
ça
l
ışm
a,
"
Spor v
e
P
erformans
Araştırmaları De
rgisi,
vo
l
.
6(2), pp. 73
-
78,
2015.
[13]
Z.
Kaz
ak
Çetink
al
p,
"
Th
e
relat
io
nship
bet
wee
n
a
ca
demic
loc
us
o
f
cont
rol
and
achie
vement
go
al
s
among
ph
y
sica
l
educ
a
ti
on
teac
hi
ng
progra
m
stud
ent
s,"
World
Ap
pli
ed
Scienc
es
J
ournal,
vol
.
10(1
1),
pp
.
1387
-
139
1,
2010
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[14]
A.
Anderson,
J.
Ha
tt
i
e
and
RJ.
Ham
il
ton,
"
Loc
u
s
of
cont
rol,
self
-
eff
ic
a
c
y
,
and
m
oti
vat
ion
in
di
ffe
ren
t
schools:
Is
m
oder
at
ion the
k
e
y
to
succ
ess
?
,
"
Educ
ati
ona
l Psy
chol
ogy
,
vo
l. 25(
5),
pp
.
517
-
535
,
2005.
[15]
A.
Akın,
"
Akad
emik
Kontrol
Odağı
Ölç
eği
:
Ge
çe
rl
ik
ve
güven
irl
ik
ç
alışm
ası,
"
Çukurova
Ünive
rs
it
esi
Eğ
it
i
m
Fak
ültesi
Dergis
i,
vo
l. 34(3), pp.
9
-
17,
2007
.
[16]
H.
Sariçam
,
"
Ps
y
chometr
ic
pro
per
ties
and
ad
a
pta
ti
on
of
th
e
ac
ad
emic
lo
cus
of
cont
ro
l
sc
a
le
tot
h
e
Turk
ish
adol
esc
e
nts,"
Element
ary
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a
t
ion
Onlin
e,
vol.
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pp
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1135
-
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[17]
N.
Kara
sar
,
"
Bi
l
i
ms
el
araş
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rm
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y
önte
mi
,"
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l
Ya
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ın
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ım,
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G.
Başol
and
E
.
Türkoğl
u,
"
Sını
f
öğre
tmeni
ad
a
y
l
arı
nın
düşünm
e
stil
l
eri
i
le
kon
trol
oda
ğı
duru
m
la
rı
ara
sınd
ak
i
il
işki,
"
Uluslarar
ası İ
nsan B
iliml
eri
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,
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75
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[19]
B.
Yal
çı
n,
S.
Teti
k
and
A.
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ık
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"
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ekok
ul
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n
ci
l
eri
nin
proble
m
çö
zme
beceri
si
al
gı
la
r
ı
il
e
con
trol
od
ağ
ı
düzey
l
eri
nin
be
lirl
enmesine
y
ön
e
li
k
bi
r
a
raştı
rm
a
,
"
Or
ganizasyon
ve
Y
öne
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Dergisi,
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ol.
2
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M.
Cengi
l,
"
Gaz
i
ünive
rsite
si
Ço
rum
İla
hi
y
at
Fakült
esi
öğre
n
ci
l
erinin
dene
ti
m
oda
kla
rını
n
ç
eşitli
deği
şkenl
ere
gör
e
inc
e
le
nm
esi,
"
G
azi ün
ivers
it
esi Çor
um İl
ahiy
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Dergis
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vo
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3
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2004
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[21]
P.
Şara
,
"
Sını
f
Öğr
et
meni
aday
larını
n
öğrenme
ve
ders
ça
lı
şm
a
stratej
il
eri
,
problem
çözme
becerile
ri
v
e
deneti
m
odağı
düzey
l
eri
nin
çe
şit
li
d
eğ
i
şke
nle
r
aç
ısınd
an
inc
e
le
nmesi
,"
(Unpublished
Doctor
al
The
s
is),
Dokuz
E
y
l
ül
Üniver
site
si
,
Eğitim
Bil
iml
er
Ens
ti
tüsü,
İzmir, 20
12.
[22]
AS
.
Sara
c
al
oğlu
,
O
Serin
and
n
Bozkurt
,
"
Eğiti
m
Bil
imleri
Ensti
tüsü
li
sansüs
tü
öğre
nci
l
eri
nin
p
roble
m
çöz
m
e
ve
dene
t
im oda
ğı
d
üzey
l
eri
nin
ba
zı
değ
işkenler açı
sı
ndan
in
ce
l
enmesi,
"
DEÜ
Buc
a
E
ğit
im
Fa
kültesi D
ergisi,
vol.
1,
p
p.
237
-
242,
2005
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[23]
U.
Durna
and
FK
.
Şentürk,
"
Üniver
site
öğre
nci
l
eri
nin
den
eti
m
odaka
lrı
nı
ç
e
şitl
i
deği
şk
enl
er
y
ard
ımı
y
la
t
espit
et
m
e
y
e y
ön
elik
bir
ç
al
ışm
a,
"
ZK
Ü Sosyal
B
il
iml
e
r Dergisi,
vol
.
8
(
15),
pp
.
37
-
48
,
2
012
[24]
F.
Korkut,
"
İl
ko
kul
öğrenc
il
erin
in
ke
nd
il
erin
e
v
e
ailele
rin
e
i
li
şk
in
bazı
deği
şk
en
le
rin
de
n
et
im
o
dakl
arı
üzerind
e
et
k
isi
,"
(Ya
y
ı
nlanm
amış Bil
im Uzm
anl
ığı Tezi
)
.
Hac
ettepe Ünivers
it
esi, Anka
ra
.
1986.
[25]
B.
Yanıl
m
az,
"
Öğr
et
men
adaylar
ında
dene
ti
m
odağını
n
çe
şit
l
i
deği
şke
n
le
re
göre
inc
elenmesi
,"
(Unpublishe
d
Master
Th
esis),
Kara
deniz Teknik Ünive
rsit
esi, Sos
y
al Bi
l
imler E
ns
ti
tüsü, Tra
b
zo
n.
1999
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
5
3
1
-
5
3
6
536
[26]
OZ.
Yaz
ar
,
"
K
e
ndini
Kabul
Düz
ey
i
Düş
ük
ve
Y
ü
kse
k
Olan
Üniver
site
Öğr
enc
il
eri
nin
Dene
ti
m
Odağı
Al
gıl
amalar
ı
İle
K
endi
ni
A
ya
rlam
a
Be
c
eril
eri
Arasındaki
İli
ş
ki
,"
(Unpublishe
d
Master
The
sis
),
On
Dokuz
Ma
y
ıs
Üniver
si
te
si
,
So
sy
al
B
il
imle
r
Ensti
tüsü,
Sam
sun,
1996
.
[27]
AS
.
Sara
ca
loğl
u
,
N.
Yenic
e
and
B.
Özde
n,
"
Fen
Bil
gisi,
Sos
y
al
Bil
giler
ve
Sınıf
Öğret
m
eni
Aday
l
arı
nın
Öğre
tmen
Öz
-
y
et
er
li
k
Algı
la
rını
n
ve
Akad
emik
K
ontrol
O
dakl
ar
ını
n
İnc
e
l
enmesi,
"
Pamuk
kal
e
Üniv
ersite
s
i
Eği
ti
m
Fak
ü
lt
e
si
Dergisi,
v
ol
.
34
,
pp.
227
-
250
,
20
13.
BIOGR
AP
H
I
ES
OF
A
UTH
ORS
Süle
y
m
an
C
an
,
PhD
Gaz
i
Univ
ersity
(Ankar
a,
Turkey
),
is
an
associa
t
e
profe
s
sor
of
primar
y
te
a
che
r
educat
io
n.
His
intere
sts
are
ph
y
s
ic
a
l
e
duca
t
ion
and
sports,
ind
ivi
dua
l
diffe
ren
ce
s
in
educ
a
ti
on,
and
t
ea
ch
er
educat
ion
.
He
is
cur
ren
tly
emplo
y
ed
at
M
uğla
Sıtkı
Koçm
an
Univer
sit
y
,
Prim
ar
y
Te
a
che
r
Educat
ion
Depa
rtment,
Muğl
a,
Turkey
.
Erdi
l
D
uruka
n
,
PhD
Gaz
i
Univ
ersity
(Ank
ara,
Turkey
),
is
an
a
ss
ista
nt
profe
ss
or
of
coa
chi
ng
educ
a
ti
on.
His
int
er
ests
ar
e
ph
y
sic
al
educat
ion
and
sports
,
ex
erc
ise
and
sport
s
ph
y
siolog
y
,
nutri
ti
on
in
sports.
He
is
cur
r
ent
l
y
emplo
y
ed
at
Bal
ık
esir
Univer
sit
y
,
Scho
ol
of
Ph
y
sical
Educ
a
ti
on
and
S
ports,
Ba
lı
kesir
,
Turkey
.
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