Prospective Preschool Teachers’ Academic Achievements Depending on Their Goal Orientations, Critical Thinking Dispositions and Self-Regulation Skills

The aim of this study is to explain and predict prospective preschool teachers’ academic achievements depending on goal orientations they adopt, their critical thinking dispositions and self-regulation skills. Research sample constitutes of 265 prospective preschool teachers attending the Faculty of Educational Sciences in Cukurova University. Research data were collected with the 2x2Achievement Goal Orientations Scale, Self-Regulation Questionnaire and Critical Thinking Disposition Scale. Demographical information about prospective teachers’ gender, age, grade level and academic grade point averages were obtained with the personal information form. For the analysis of research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis were used. In this study; it was concluded that prospective teachers with high level of learning approach orientation, critical thinking disposition and self-regulation skills had higher levels of academic achievement. However, it was determined that distinguishing variables among prospective preschool teachers with low, medium and high level of academic achievement included learning approach, performance approach goal orientation and critical thinking disposition and self-regulation skills. Correct classification percentage of distinguishing variables according to prospective preschool teachers’ levels of academic achievement was determined as 48.8%. Considering the fact that prospective teachers’ achievement-goal orientations, critical thinking dispositions and self-regulation skills may increase their academic achievement and shape their future teaching performances, it is suggested to implement programs that will contribute to the development of such skills and orientations among prospective preschool teachers.