Teacher candidates' non-cognitive skills and programme choices

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dc.authoridKarakiraz, Serpil / 0000-0002-6584-0065
dc.contributor.authorErgen, Hüseyin
dc.contributor.authorKarakiraz, Serpil
dc.date.accessioned2026-02-03T12:00:22Z
dc.date.available2026-02-03T12:00:22Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractIn the study reported on here we used a quantitative approach and aimed to describe the role of non-cognitive skills and demographic variables on teacher candidates' actual and aspired programme choices. The research sample comprised 596 teacher candidates studying at 7 teacher training departments at the Mersin University, Türkiye. Research data were obtained via the adjective-based personality scale (ABPS) developed in Türkiye by Bacanlı, İlhan and Aslan (2009). Personal information forms included a preference set to determine the aspirations of teacher candidates. Chi-square tests were implemented while exploring the relationship between aspired and enrolled programme choices and personality traits (used as a proxy for non-cognitive skills) and demographic variables. The findings show that personality traits and demographic variables had some effect on student teachers' choice of major subjects from particular programmes. However, the links and effects were not as strong and descriptive as shown in similar research in other countries. The results show a weak relationship between student teachers' aspirations, personality traits, and demographic variables. The relationships were observed mostly for pre-primary and Turkish language teacher candidates. The findings support the hypothesis that the strongest effect on students' choices of majors stems from neither their personality nor other variables; their choices probably stem from their test scores obtained in the centrally administered university entrance examination.
dc.identifier.doi10.15700/saje.v45n2a2407
dc.identifier.issn0256-0100
dc.identifier.issn2076-3433
dc.identifier.issue2
dc.identifier.scopus2-s2.0-105008235171
dc.identifier.scopusqualityQ3
dc.identifier.urihttps://doi.org/10.15700/saje.v45n2a2407
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34585
dc.identifier.volume45
dc.identifier.wosWOS:001524929400016
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEducation Assoc South Africa
dc.relation.ispartofSouth African Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectbig-five personality traits
dc.subjectmajor choice
dc.subjectnon-cognitive skills
dc.subjectteacher training
dc.titleTeacher candidates' non-cognitive skills and programme choices
dc.typeArticle

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