دانلود پایان نامه درباره moderate، Reflection، size.

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276**

Sig. (2-tailed)
.000

N
383
Cognitive
Pearson product correlation
.411**

Sig. (2-tailed)
.000

N
383
Affective
Pearson product correlation
.212**

Sig. (2-tailed)
.000

N
383
Metacognitive
Pearson product correlation
.330**

Sig. (2-tailed)
.000

N
383
Critical
Pearson product correlation
.102*

Sig. (2-tailed)
.047

N
383
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Based on these results it can be concluded that:
a) Self-efficacy had an almost moderate and significant relationship with practical component of reflection (R (381) = .27, P < .05, it represented an almost moderate effect size.
b) Self-efficacy had a moderate to large and significant relationship with cognitive component of reflection (R (381) = .41, P < .05, it represented a moderate to large effect size.
c) Self-efficacy had a weak and significant relationship with affective component of reflection (R (381) = .21, P < .05, it represented a weak effect size. d) Self-efficacy had a moderate and significant relationship with metacognitive component of reflection (R (381) = .33, P < .05, it represented a moderate effect size.
e) Self-efficacy had a weak but significant relationship with critical component of reflection (R (381) = .10, P < .05, it represented a weak effect size.
Figure 4.6 displays the relationships between the components of reflection and self-efficacy for the experienced teachers. The vertical spread of dots indicates that any given score on components of reflection corresponds with majority scores on self-efficacy; hence violation of the assumptions of linearity and sphericity. These results suggested that the significant relationships displayed in Table 7 were due to the large sample size. Thus it can be claimed that the sixth null-hypothesis was supported.

Figure 4.6 Components of Reflection with Self-Efficacy (experienced Teachers)

4.11 The Seventh Null Hypothesis
The seventh null hypothesis of the study stated that there is no significant relationship among reflection and components of self-efficacy of EFL teachers.
Table 4.9 displays the relationships between the components of self-efficacy and reflection of EFL teachers.
Table 4.9
Pearson product correlation; Components of Self-Efficacy with Reflection

Reflection
SSEngagement
Pearson product correlation
.415**

Sig. (2-tailed)
.000

N
706
InstStrategies
Pearson product correlation
.396**

Sig. (2-tailed)
.000

N
706
ClassManagement
Pearson product correlation
.300**

Sig. (2-tailed)
.000

N
706
**. Correlation is significant at the 0.01 level (2-tailed).

Based on these results it can be concluded that;
a) Reflection had a moderate to large and significant relationship with engagement component of self-efficacy (R (704) = .41, P < .05, it represented a moderate to large effect size.
b) Reflection had a moderate to large and significant relationship with instructional strategy component of self-efficacy (R (704) = .39, P < .05, it represented a moderate to large effect size.
c) Reflection had a moderate and significant relationship with class management component of self-efficacy (R (704) = .30, P < .05, it represented a moderate to large effect size. Figure 4.7 displays the relationships between the components of reflection and self-efficacy for the experienced teachers. The spread of dots indicates the assumptions of linearity and sphericity were met. They showed an almost even spread on the diagonal. Thus it can be claimed that the seventh null-hypothesis was rejected. Figure 4.7 Components of Self-Efficacy with Reflection 4.12 The Eighth Null Hypothesis
The eighth null hypothesis of the study stated that there is no significant relationship among reflection and components of self-efficacy of novice EFL teachers.
Table 4.10 displays the relationships between the components of self-efficacy and reflection of novice EFL teachers. Based on these results it can be concluded that;
a) Reflection had a moderate to large and significant relationship with engagement component of self-efficacy (R (321) = .42, P < .05, it represented a moderate to large effect size.
b) Reflection had a moderate to large and significant relationship with instructional strategy component of self-efficacy (R (321) = .41, P < .05, it represented a moderate to large effect size.
c) Reflection had a moderate and significant relationship with class management component of self-efficacy (R (321) = .31, P < .05, it represented a moderate to large effect size.
Table 4.10
Pearson product correlation; Components of Self-Efficacy with Reflection (Novice Teachers)
Correlations

Reflection
SSEngagement
Pearson product correlation
.424**

Sig. (2-tailed)
.000

N
383
InstStrategies
Pearson product correlation
.413**

Sig. (2-tailed)
.000

N
383
ClassManagement
Pearson product correlation
.314**

Sig. (2-tailed)
.000

N
383
**. Correlation is significant at the 0.01 level (2-tailed).

Figure 4.8 displays the relationships between the components of reflection and self-efficacy for the experienced teachers. The spread of dots indicates the assumptions of linearity and sphericity were met. They showed an almost even spread on the diagonal. Thus it can be claimed that the eighth null-hypothesis was rejected.

Figure 4.8 Components of Self-Efficacy with Reflection (Novice Teachers)

4.13 The Ninth Null Hypothesis
The ninth null hypothesis of the study stated that there is no significant relationship among reflection and components of

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