The role of thinking and problem-solving dispositions on the academic achievement of Turkish language teacher candidates

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Kayman F., Aydın E.

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, cilt.41, ss.1-24, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 41
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s10212-026-01064-7
  • Dergi Adı: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
  • Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Violence & Abuse Abstracts, DIALNET
  • Sayfa Sayıları: ss.1-24
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Hakkari Üniversitesi Adresli: Evet

Özet

In this research, psychometric variables influencing the academic achievement of Turkish

language teacher candidates were examined. In this context, the study aimed to understand

the impact of variables believed to be related—such as problem-solving, critical thinking,

creative thinking, and academic self-efficacy—on academic achievement, as well as

the relationships among these latent variables. A total of 368 volunteer Turkish language

teacher candidates from different universities participated in this study conducted in Turkey,

and structural equation modeling was employed for data analysis. The study, conducted

with four different measurement tools, included validity and reliability studies for

the scales. Additionally, correlation values between the scales’ structures were provided.

The analysis results revealed a positive and significant relationship between participants’

problem-solving skills, critical and creative thinking tendencies, and academic self-efficacy.

Furthermore, a significantly high correlation was observed among these psychometric

variables.